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CHRISTOPHER SOWER COMMNY 




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COPYRIGHT DEPOSfT. 



THE 



STANDARD ENGLISH 



LANGUAGE ^GRAMMAR 



BY 

GEORGE ^y. FLOUNDERS, Ph.D. 

PRINCIPAL OF THE KOBEET MORRIS SCHOOL OF PHILADELPHIA 



PHILADELPHIA 

CHRISTOPHER SOWER COMPANY 






LIBRARY of CONGRESS 

Two Copies Received 

JAN 9 1906 

Copyright Entry 
/ BLASS CK. XXc, No, 

r / 3 6-0 (>1 

^ COPY B. 




Copyright, 1906, 
By CHPJSTOPHER SOWER COMPANY. 



PREFACE 



This is an elementary book of Language and Grammar. 
It is designed for use in the third, fourth, and fifth or sixth 
grades. It begins with the simple forms of written English 
and leads naturally to the principles of English Grammar. 
The lessons have grown up in schoolroom practice, and so 
are in no sense experimental. They have been tried and 
found good. 

The first part treats of the mechanical part of writing ; the 
second part unfolds the principles of grammar through the 
study of the sentence. The book also presents a method of 
teaching language and grammar, based upon pedagogical prin- 
ciples. Each lesson-whole proceeds from the " preparation 
of the child's mind for the reception of new knowledge " to the 
" turning to use " of the new increment of knowledge in com- 
position. 

The illustrations for this book are not photographic copies, 
but are original pictures, made by an experienced artist for the 
express purpose of furnishing the child with material for 
language ; and each is adapted to its specific lesson. The 
thanks of the author are due to Miss Maria L. Kirk for the 
excellence of these illustrations. 



VI PEEFACE. 

This book is suggestive of the kind of material to be used, 
but it is not a compendium of literature. Such stories, poems, 
etc., as are readily found in our school readers are not reprinted 
here, for they would but add to the size and cost of the book. 

The author is indebted to the publishers of Robert Louis 
Stevenson's Child's Garden of Verses for the use of many 
of the poems, and also to Dr. Martin G. Brumbaugh, 
Professor of Pedagogy in the University of Pennsylvania, 
and Dr. Edgar H. Singer, Assistant Superintendent of 
Schools in Philadelphia, for tlieir thorough criticism of the 
manuscript and kindly suggestions concerning the work. 

GEORGE W. FLOUXDERS. 

Philadelphia, January, li)06. 



CONTENTS. 

PART I. 
THE MECHANICAL PART OF LANGUAGE. 

LESSON PAGE 

L Statements 7 

II, Questions 10 

III. Use of Words 14 

IV. Keview 17 

V. Study of a Poem 18 

VI. Study of a Poem 20 

VII. Names 22 

VIIL Names 23 

TX. Initials 25 

X. Syllables— Hyphen 26 

XI. Picture Lesson 27 

XII. Words Derived from Proper Names 28 

XIII. Names of Deity 29 

XIV. Use of Words 29 

XV. Eeview 30 

XVI. Issind Are 31 

XVII. Picture Lesson 32 

XVIII. Drill Exercise for Ear Training 33 

XIX. Apostrophe to Show Ownership 33 

XX. Story Practice 35 

XXL Apostrophe to Show Contraction 36 

XXIL Form of Stanza of Poetry 36 

Study of a Poem 37 

XXIIL Study of a Picture 38 

XXIV. Study of a Poem 39 

vii 



via CO^'TE^'TS. 

LESSON PAGE 

XXV. Study of a Poem 40 

XXVI. Abbreviations 41 

XXVII. Titles 42 

XXVIII. Study of a Story 43 

XXIX. Quotation Marks 44 

XXX. The Divided Quotation . . . '. 45 

XXXI. Titles of Books, Headings, etc. . , 47 

Study of a Picture 48 

Study of a Story 49 

XXXII. Eeview . . .' 51 

XXXIII. Letter Wiiting— A Letter 52-57 

XXXIV. Use of Words— /rt,/»i<o; On, Upon 58 



PART II. 
STRUCTURE OF SENTENCE. 

I. Sentences Grouped According to Use 60 

II. Structure of the Sentence— Subject and Predicate 61 

III. Compound Subject and Predicate — Singular and Plural ... 64 

IV. Parts of Speech— Noun 65 

V. Study of a Fable— Pfl«c7o/-rt 66 

VI. Parts of Speech — Pronouns 69 

Vn. Study of a Voem—Boij in Blue 70 

VIII. Study of a Picture "0 

IX. Study of a Poem— .Vy Shadow 71 

X. Business Letter 73 

XI. Study of a Picture 74 

XII. Parts of Speech— Verbs 75 

XIIL Review 76 

XIV. Study of a Picture— Comparison 76 

XV. Study of a Poem — Bed in Summer 7 

XVI. Parts of Speech— Modified Subject— Adjective 78 

XVII. Analysis of Sentence ■ ■ 80 

XVIII. Study of a Picture 81 



CONTENTS. ix 

LESSON PAGE 

XIX. Parts of Speech— Modified Predicate— Adverb 82 

XX. Modifiers of Other Modifiers 83 

XXI. Expanding Sentences 84 

XXII. Study of a Picture 85 

XXIII. Use of Words— Trtitt^-, Guess— Teach, Learn 86 

XXIV. Study of a Picture — Comparison 87 

XXV. Study of a Poem— TAe Pimfes 88 

XXVI. A Letter 89 

XXVII. Parts of Speech — Comparison of Adjectives 89-91 

XXVIII. Use of Comparison of Adjectives 92 

XXIX. Comparison of Objects -Cat and Dog 93 

XXX. Study of Myth Story 94. 

XXXI. Business Letter 96 

XXXII. Parts of Speech — Comparison of Adverbs 96 

XXXIIL Study of a Picture— Comparison \ . . 97 

XXXIV. Study of a Poem — Land of Counterpane 99 

XXXV. Social Letter 100 

XXXVI. Object Complement 100 

XXXVII. Attribute Complement 101 

XXXVIIL Study of a Picture 103 

XXXIX. Phrase— Phrase Modifiers 104-105 

XL. Infinitives and Participles 106 

XLI. Infinitive and Participle Phrases 107 

XLIL Study of a Picture — Comparison 108 

XLIII. Study of a Poem— .4 Oood Boy 109 

XLIV. Letter on Travel 110 

XLV. Parts of Speech — Prepositions — Prepositional Phrases . . 110 

XL VI. Possessive Modifiers Ill 

XLVII. Study of a Myth— ^oks, the God of the Winds 113 

XLVin. Study of a Picture 114 

XLIX. Study of a Poem— TAe Wind 115 

L. A Letter 117 

LI. Study of a Picture — " Breaking the Home Ties " 118 

LII. Parts of Speech— Case 118 

LIII. Object of Preposition 121 

LIV. Appositional Nouns and Pronouns 121 



CONTENTS. 



PAGE 

LV. Use of Words— il/e, 1, We, Us 122 

LVI. Study of an Author 123 

LVII. Study of a Picture 124 

LVIII. Case of Attribute Complement 126 

LIX. Impei-ative Sentences . . ' 127 

LX. Order of Words— Interrogative Sentences 127 

LXI. Study of a Picture 128 

LXII. Order of Words— Expletives 130 

LXIII. Parts of Speech— Exclamation 130 

LXIV. Arrangement of Modifiei-s 131 

LXV. Pei-son 132 

LX\^I. Use of Words— 5^0^^ and Will 134 

LXVII. Composition JExercise 136 

LXVIII. Parts of Speech— Mode and Tense 136 

LXIX. Use of Words— 3% and Ca)i 138 

LXX. Clauses 139 

LXXI. Clauses— Kinds of Clauses 140 

LXXII. Review 141 

LXXIII. Sentences— Kinds According to Form 142 

LXXIV. Mode of Verbs 143 

LXXV. Conjunctions 144 

LXXVI. Study of a Legend 146 



LANGUAGE AND GRAMMAR 



LESSON L-STATEMENTS. 
SECTION I. 

Give complete answers to the following 
first orally, then in writing: 



ions, 




1. Who is the little girl in the picture ? 



8 LANGUAGE AND GRAMMAR. 

2. To whom is she talking ? 

3. What has the little girl done ? 

4. Is the little girl afraid to tell what she has done? 

5. Why is she not afraid ? 

6. What does the lady say ? 

7. What does the lady do ? 

These answers are statements. 

A complete statement is called a sentence. 

Copy the statements that the teacher has written. 

SECTION II. 

Tell your teacher something about apples; iron; 
wood; water; flowers; cats; dogs; horses; sheep; 
cows ; rabbits. 

The teacher will write the thoughts that you have 
told. 

Notice that each statement or sentence besrins with 
a large or capital letter. 

Copy the statements that the teacher ha^ written. 

Write more statements like those the teacher wrote 
for you. 

SECTION III. 

Tell your teacher something about your doll; your 
wagon; your father; your mother ; your teacher; 
your city ; your state. 



STATEMENTS. 9 

Your teacher will write your thoughts on the black- 
board. 

Notice that each statement ends with a dot called a 
period. 

Copy the statements that the teacher has made, 
being careful about capital letters and periods. 

Write more thoughts of your own about ponies, 
pigeons, kittens, rabbits, birds. 

SUMMARY. 

Write ten thoughts in correct statements. 

Try to use all the knowledge that you have learned. 

Remember that a complete statement is called a 
sentence. 

Every written statement must begin with a capital 
letter. 

Every written statement must end with a period. 

We must form the habit of beginning and ending 
our sentences properly, just as we must form the habit 
of spelling the words correctly. 

The only way to speak and write good English is 
to form good habits. 

Your language depends upon your habit of think- 
ing, speaking, and writing. 



10 LANGUAGE AND GRAMMAR. 

LESSON n.— QUESTIONS. 
SECTION I. 

Ask you?' teacher some questions about this picture 
in order to find out all you can about it. Ask but one 
question at a tirne. Ask these questions as your teacher 
asked them for the last lesson. 

Your teacher will write your questions as you ask 
them. 

Remember that a complete statement is a sentence. 

A complete question is also a sentence. 

Notice that every written question begins with a 
capital letter. 

Notice that every written question ends with a 
question mark called an interrogation point. 

Remember about forming habits of thinking, speak- 
ing, and writing. 

Goipy the questions that your teacher has written 
for you, being careful about the capital letters and the 
question marks. 

Write some questions of your own, writing the 
answer after each question. See if you can write all 
of them correctly, not forgetting anything that you 
have learned about statements and questions. 

If you can write without making mistakes, you are 
forming good habits. 







I 



i<a 



12 LANGUAGE AND GKAMMAR. 

SECTION II. 
Yes and No. 

Do you go to school ? Yes. 

Do you study Latin ? No. 

Do you study Greek ? No, I am too young. 

Did you know your lesson well to-day? Yes, 
mother, I did. 

Notice that Yes or No used alone begins with a 
capital letter and ends with a period. 

If Yes or No is followed by other words it should 
be separated from the other words by a comma. 

Write ten questions and answer them ivith yes or no. 

Write ten questions and answer them with yes or no 
followed by other words. 

SECTION III. 
DOLLY ROSE. 

My dolly's name is Rose. She is four years old. 
She was bought for me on my fourth birthday. 

My doll has blue eyes and flaxen hair. Her eyes 
open and close, and she can say " mamma." 

When the weather is fine I take Kose out for a 
ride in her go-cart. She smiles at all the dolls we 
meet. The fresh air does us both good. 

At night Rose sleeps in her little crib beside my 
crib. 



QUESTIONS. 



13 



When we are ready for bed, we say our prayers. 
Then I kiss Rose good-night. Mother kisses me 
good-night and we go to sleep like two good girls. 

Girls, write a story like this about your newest doll. 
Boys, write a story like this about your newest ball. 




1. Tell the story of these little girls and their dolls. 

2. Write the story of these little girls and their 
dolls, using correctly what you have learned. 

Note. — The teacher should supply numerous pictures, simple in 
character, and have similar lessons written about them. It is well to 
have several stories " talked" by children before the writing begins. 

Similar lessons may be given with pets or toys for subjects. 



14 LANGUAGE AND GEAMMAR. 

Suggestion. — The writing of short themes upon some matters of the 
child's recent experience and then the re-writing of these themes the 
next day, making all possible improvement, are most valuable means 
of development. These themes need not be longer than six to ten 
lines. It is the re-writing and striving for better expression that 
counts. 

This kind of writing should begin as early as possible. 



LESSON m.— USE OF WORDS. 

SECTION I. 
A and an. 

A boy bought an orange. 

An ant climbed over a stone. 

Notice that before some words a is used, while 
before others an is used. 

Notice that an is used before words that begin 
with the sound of a, e, i, o, or u, and that a is used 
before other words. 

A, e, i, o, and u are called vowels. All the 
other letters are called consonants. 



Examine the folloiving : 



An ape. 
An eye. 


An image. An umbrella. 
An orphan. An honor. 


A boy. 
A o-ii*l. 


A vine. A cat. A fox. 
A man. A doo;. A hand. 



USE OF WORDS. 15 

Notice that a is used with the word hand, and 
an with the word honor. Hand begins with the 
consonant h, but in honor the h is not sounded, so 
that the word honor begins with the sound of the 
vowel o. 

Write sentences using an correctly before words 
beginning with the vowel sounds. 

Write sentences using a correctly before words 
begimmig with the sounds of the consonants. 

SECTION II. 
I as a word. 

Do you like pets? 

Yes, I like dogs especially. 

Rover and I have fine times. He is a faithful 
dog. Once he saved my life when I fell into the 
water. 

Notice that the word I is always a capital letter. 

In writing and speaking, the word I should be 
used as little as possible. In writing a letter avoid 
using I at the beginning of sentences. 




---. ., :^-,-«<lv 



REVIEW. 17 

SECTION III. 
THE STORY OF ROVER. 

Rover is my big Newfoundland dog. He is six 
months old to-day. Father brought him to me on 
my birthday. Rover is learning to obey me. He 
learns fast when I do not trifle with him or tease 
him. If I trifle with him he does not know what 
I mean. Rover loves to swim in the pond. Now 
I am going to let him swim. 

Write a story somewhat like the one that you have 
just read. 

Write a story about the two boys and their dogs. 

Suggestion. — The teacher will select a few good pictures or toys and 
make them the subjects for similar stories. Have a few stories talked 
before the writing begins. 



LESSON IV.— REVIEW. 

Write answers to the folloiving questions, making 
each answer a complete statement : 

What is a complete statement called ? 
What is a sentence ? 

How must every written statement begin ? 
How must every written statement end ? 
What habits must we form ? Why ? 



18 LANGUAGE AND GRAMMAR. 

What other kind of sentence beside the statement 
have you studied ? 

How should a question begin ? 

How should a question end ? 

How does yes or no begin when used alone ? 

What mark should be placed after yes or no 
when it is used alone? 

What mark is used with yes or no when it is 
followed by other words? Where is this mark 
placed ? 

Explain how a and an differ in use? 

Why do we use a with the word hat and an with 
the word hour, although both these words begin 
with A? 

How must the word I always be written ? 



LESSON v.— STUDY OF A POEM. 
The Children's Hour. 

The teacher will read this poem to the children and 
have them read it and commit it to memory. 

The teacher will question the children to bring the 
chief points of the story before their minds. 

What time of day is represented in this poem ? 

Is it a busy time ? Why ? 



20 LANGUAGE AND GRAMMAR. 

How is this time used by the 2:>oet? 

Wliat does the word " lower " mean here ? 

How many children were there ? 

How did these children differ ? 

Henry Wadsworth Longfellow, author of the Chil- 
dren's Hour, has been called "The Children's Poet," 
because so much of his poetry is interesting to 
children. 

Suggestion. — The teacher will make the pupils as familiar as possi- 
ble with Mr. Longfellow's childhood, his family life, his interest in 
children, his life as a man, etc. Show them that the great professor 
and author was also a great lover of children. 



LESSON VL— STUDY OF A POEM. 

The Village Blacksmith. 

The teacher will read the poem to the children and 
have them read it and commit it to memory. 

The teacher will question the children in order to 
bring clearly before their minds the principal points 
in this descriptive poem. Train the children to see 
in imagination the scenes pictured, in the poem. 

Story of the Chair Made from the " Spreading 
Chestnut Tree." 

The " spreading chestnut tree," under which the "village smithy" 
had stood, had been blown down in a storm ; but the wood had been 
preserved. 



22 LANGUAGE AND GRAMMAR. 

The school children of Cambridge loved Mr. Longfellow, so they 
wished to celebrate his birthday. They brought their money and put 
it together till they had enough to pay for a chair. They had a chair 
made from the wood of the chestnut tree. This chair was placed in 
Mr. Longfellow's study on his birthday. After breakfast, when he 
came into his study, he saw the chair. He was delighted to think 
that the children remembered him. He wrote a poem to thank them 
for their beautiful gift. 

The teacher will have the pupils use the story of 
Mr. Longfellow's chair as subject matter for a story. 



tion. — The teacher may select a few other pictures and poems 
to be used in a similar manner. 



LESSON Vn.— NAMES. 

The name of the boy on the sofa is John Smith. 

The big girl is John's sister, Mary Smith. 

The little girl is Anna Jones. 

Anna Jones is cousin to John and Mary Smith. 

The dog is Eover. 

John's father has an office in City Hall. 

Anna Jones lives in Washington. 
Examine these sentences and see that each name of 
a person, place, or important building begins with a 
capital letter. 

Every name of a person, place, or important building- 
must begin with a capital letter. 

Such names are called proper names. 



FIRST AND LAST NAMES. 



23 




Write a number of names of persons, places, and 
important buildings, being careful about the use of 
capital letters. 

Write the story suggested by this picture. 



LESSON Vm.-FIRST AND LAST NAMES. 

In the Bible we read the names of men and women, 
as John, James, Philip, Andrew, Peter, Esther, Mary, 
Martha, etc. Later it became necessary to distinguish 
between persons having the same name ; as John, the 



24 LANGUAGE AND GRAMMAR. 

smith. Peter, John's son. John, Peter's son, etc. 
This, in time, gave rise to first and last names. The 
last name became the family name. 

Later, three or even more names became customary; 
as, Henry Wadsworth Longfellow. 

Let us examine the names of a family : — 
Father — James Madison Smith. 
Son — William Henry Smith. 
Daughter — Mary Jane Smith. 

The name that is used by all (Smith) is the family 
name or last name or surname. 

The name that is given to each child after birth is 
called the given name or first name, 

A woman when married takes the family name of 
her husband. Her family name before marriage is 
called her maiden name. 

Answer the foUoicing questions in loritten sentences: 

1. What is your father's name? 

2. What is your surname? 

3. What is your given name ? 

4. What is your family name? 

5. What is your sister's given name? 

6. What is your mother's full name? 

7. What was her full name before marriage? 

8. AVhat is now her surname? 

9. What was her maiden name ? 



INITIALS. 25 

LESSON IX.— INITIALS. 

Sometimes persons write only one part of the given 
name when there are two or more parts, using only 
the first letter for the other part or parts. 
A first letter so used is called an initiah 
Sometimes persons use initials only for all parts of 
the given name. 

An initial should always be followed by a period : 

Henry Wadsworth Longfellow ; Henry W. Long- 
fellow ; H. W. Longfellow. 

It is not in good taste for women and girls to use 
initials. When initials are used in signing a name 
the writer is presumed to be a man or a boy. Ignor- 
ance of this rule has often led to trouble and annoy- 
ance. 

It is better for a man or a boy to use at least one 
full given name. 

W^^ite the following names, first using the initial 
for the middle name, then using both initials : 

Ralph Waldo Emerson. George Gordon Meade. 
Richard Henry Lee. John Jacob Astor. 

William Cullen Bryant. Thomas Buchanan Read. 
Andrew Gregg Curtin. Joel Chandler Harris. 

James Abram Garfield. George Preston Peabody. 
Oliver Wendell Holmes. 



26 LANGUAGE AND GKAMMAK. 

LESSON X.— SYLLABLES. HYPHEN. 

Hy phen, pa per, ta ble, syl la ble, his to ry, pen, 
pen cil, book, tub, buck et, lit er a ry. 

Notice that some words can be broken into two 
parts. Some words have three parts, some four parts, 
and some have only one part. 

These parts, into which a word may be broken, are 
called syllables. 

When a word is too long to be written on one line, 
we write part of it on one line, and the remainder 
of it upon the next line ; but we must never divide a 
syllable. We must always break the word between 
two syllables, using a small line called a hyphen at 
the end of the line, after the part of the word written 
upon that line. 

Find words in this booh that are divided at the end 
of the line. 

Divide the follouring words into syllables, but do not 
use hyphens : 

spelling grammar 

reader primer 

dictionary story 

geography wagon 

pupil teacher 

Some words are made up of two or more words 
and must always be written with hyphens. Such 



PICTURE LESSON. 



27 
Notice the 



words are called compound words, 
following : 

Lamp-post. Forget-me-nots. 

Write a list of compound words chosen from your 
reader. 




LESSON XI. 
A PICTURE LESSON. 

Who is this little girl ? 
What is she doing ? 
What time of year is 



How do you know ? 



A'hM 



Arrange the answers to 
the foregoing questions, with 

« other statements, in such a way 
as to make them a story. 
Write another story about what the 
little girl might do after while. 
.^ Write a story about raising chickens; 
a story about birds; a story about Carlo. 



28 LANGUAGE AND GKAMMAK. 

LESSON XH 
WORDS DERIVED FROM PROPER NAMES. 

SECTION I. 

In making steel, Russian iron is found to be the 
best. 

Robert Morris was a Philadelphian. 

It is true that much American cotton is manufac- 
tured by English manufacturers. 

Notice that the words " Russian " (derived from 
Russia), "Philadelphian " (from Philadelphia)/'Amer- 
ican " (from America), and " English " (from England), 
begin with capitals. 

Write a number of sentences using words derived 
from proper names. 

SECTION II. 

The teacher will read to the class or have the 
pupils read a story about the life and customs of the 
Chinese, and have them reproduce in their own lan- 
guage the story heard or read. 

The teacher will have the children tell stories, and 
then write stories of occurrences within their own 
experience concerning Chinese. Have these stories 
improved and re-written. 

Use stories of the Esquimo and the Laplander. 



NAMES OF DEITY— USE OF WORDS. 29 

LESSON XIIL— NAMES OF DEITY, 

" Beautiful feet are those that go 
Go kiudly missions to and fro, 
Down lowliest ways, if God wills it so." 
We see that God moves in mysterious ways to 
perform His wonders. God will perform what He 
promises. 

Notice that the word God and the words His and 
He, used instead of God, all begin with capitals. 

Write a story telling how God helped a poor person. 
Be careful about capitals. 



LESSON XIV.— USE OF WORDS. 

I, me, he, him, she, her. 

John and I go. 
He and I go. 
She and I go. 

The dog chased him and me. 
The dog chased her and me. 
The dog chased him and her. 

Write and practice saying aloud other sentences, 
using correctly the words I, me, he, him, she, her. 



30 LANGUAGE AND GRAMMAR. 

LESSON XV.— REVIEW. 

What are statements and questions called ? 
How do both statements and questions begin ? 
How do they end ? 

Tell what you hnow of the poet Longfellow. 

You have studied two of ]\Ir. Longfellow's poems. 
Which of these poems describes something ? 
Which relates a story. 

Tell about " The Children'' s Hour " in your own 
ivoi'ds. 

Tell about " The Village Blacksmith " in your own 
words. 

Quote the part of one of these poems that is most 
like the proverb — 

"An honest man is the noblest work of God.'^ 

What became of the "spreading chestnut tree"? 

What is the rule for capital letters as applied to 
names ? 

What is your family name? 

What is your surname ? 

What is your given name ? 

What mark should be placed after an initial? 

How should words derived from proper names 
begin ? 

How should the name of God be written ? 



IS AND ARE. 31 

LESSON XVL— IS AND ARE. 

Many boys and girls make awkward sentences 
because they are careless about the use of such words 
as is and are. 

John is playing ball. 

John and James are playing ball. 

A hole is in my pocket. 

Three holes are in my pockets. 

My book is new. 

All my books are new. 

Notice that when we talk about one person or thing 
we say is. 

When we talk about more than one person or thing 
we say are. 

One is, more than one are. 

Practice saying things correctly till they sound right 
to you. 

Most persons use incorrect forms of speech because 
their ears and tongues have become used to the incor- 
rect forms. The correct form then sounds strange at 
first. Cultivated persons train themselves to correct 
habits of sjDeech. We cannot use incorrect forms on 
the play ground and correct forms for company. Our 
habits are part of us. We are what our habits make us. 

Write a number of sentences using correctly the 
words is and are ; was and were ; has and have. 



32 LANGUAGE AND GRAMMAE. 

LESSON XVIL— PICTURE LESSON. 




1. Write a story describing the play of these chil- 
dren. Give the story a name or title. 

2. Write a story imagining that the father of these 
children was hurt and that his children made the hay. 

The teacher will select two or three other pictures 
and have the children write a story about each of them. 



APOSTEOPHE TO SHOW OWNERSHIP. 33 

LESSON XVIIL— DRILL EXERCISE* 

Is it I ? Yes, it is I. No, it is not I. 

Is it you ? Yes, it is I. No, it is not I. 

Is it he ? Yes, it is he. No, it is not he. 

Is it she? Yes, it- is she. No, it is not she. 

Is it we ? Yes, it is we. No, it is not we. 

Is it you? Yes, it is you. No, it is not yon. 

Is it they ? Yes, it is they. No, it is not they. 

Vary by substituting the ivorcl was for is. 
Write a number of sentences using the -proper luord 
after is and was. 

LESSON XIX. 
APOSTROPHE TO SHOW OWNERSHIP. 

John's ball rolled into the water. 

Mary's doll is broken. 

The boy's hat is new. 

The boys' hats are new. 

The girls' hats are pretty. 
What is shown by the expressions — John's ball; 
Mary's doll; boy's hat ; boys' hats ; girls' hatsf 
Notice that, 

John owns the ball. The boy owns the hat. 

Mary ow^is the doll. The boys own their hats. 
The girls own their hats. 



34 LANGUAGE AND GKAMMAR. 

Notice that 's is added to the word John to show 
or denote ownership. 

Notice that 's is added to the word Mary to show or 
denote ownership. 

Notice that only ' is added to the words boys and 
girls to denote ownership. 

This mark ' is called an apostrophe. 

Ownership or possession is usually shown by add- 
ing the 's to a word that means only one person or 
thing. 

When s is already used to denote more than one 
(hats, boys), it is not used again in the same word to 
denote ownership, but the ' is then used alone. 

Examine the following : 

Boy — boy's books. The horses' manes. 

Boys — boys' books. The man's boots. 

Girl — The girl's hat. The men's boots. 

Girls — The girls' hats. Brooks's Arithmetic. 

The horse's mane. Jones's Lessons in Latin. 

Use the following words correctly in sentences, add- 
ing the proper sign of ownership : 

Dog, doll, boy, dolls, boys, men, tree, captain, mis- 
tress, maid, master, kitten, horses, cattle, ship, ships, 
mountain, mountains, Thaddeus Stevens, Benjamin 
Franklin, Stephen Girard, women. 



STORY PRACTICE. 

LESSON XX.— STORY PRACTICE. 



35 




Write the story of this little boy, telling his name, 
what important day it is, who gave him his toy, and 
any other facts you can tell. Make a short state- 
ment about each fact. Always use short clear se?i- 
tences. 

The teacher should place other pictures before 
the class and have similar stories written about 
them. 



36 LANGUAGE AND GRAMMAR. 

LESSON XXL 
APOSTROPHE TO SHOW CONTRACTION. 

Where there's a will there's a way. 

Isn't this rose beautiful ? 

Doesn't Frank read well? 

Notice that there's means there is. Isn't means 
is not. 

Notice that the apostrojohe indicates a missing letter 
or letters. 

A -word with omitted letters like isn't is called a con- 
traction. 

Expand the following contractions, using complete 
sentences : 

Isn't, doesn't, wouldn't, shouldn't, we've, you've, 
he's, vou're, e'er, ne'er, hadn't, I've, o'er, 'neath. 



LESSON xxn. 

SECTION I. 
STANZA OP POETRY. 

"How doth the little busy bee 
Improve eacli shining hour! 
And gather honey all the day 
From every opening flower." 



MY GARDEN. 37 

Notice that each line of j^oetry begins with a capital 
letter. 

Notice also that the lines that rhyme together — that 
is, end in words that sound alike — begin at the same 
distance from the margin. 

Copy a poem in which the alternate lines rhyme. 
Copy a poem in vjhich the first and second and third 
and fourth lines rhyme. 

SECTION II. 
MY GARDEN. 

My little garden is the spot 

Where I delight to be; 
There is no place where'er I go 

That is so dear to me. 

My little garden ever yields 
The sweetest fruits and flowers. 

'Tis here I labor through the day 
And spend my evening hours. 

I plant and prune and water it 

With diligence and care, 
That every plant and shrub and tree 

Abundant fruit may bear. 

What word couki you use in place of delight? 
Expand the word where'er. 



38 LANGUAGE AND GRAMMAR. 

What is such a word as where'er called? 

What word could you use in place of yields ? 

What does the owner of the garden do in the day- 
time? 

What does he do in the evening ? 

What do you know about the size of the gar- 
den? 

Name the things that grow in the garden. 

Find another contraction in this poem. 

Write in your own words the story told in this 
poem. 

Commit this poem to memory, noticing the arrange- 
ment, all marks, etc. 

Write this poem from memory without looking at the 
book. 

Compare your copy with that in the book, and write 
your own again if it needs improvement. 



LESSON XXin,— THE LITTLE TEACHER. 

Tell the story of this little girl and her dolls. 
Write the story you have told. 

Read it over and draw a line under expressions that 
may be improved. 



STUDY OF A POEM. 

Re-write the story, doing your best. 



39 




LESSON XXIV,— STUDY OF A POEM, 

April. 

A million little diamonds 

Twinkled in the trees; 
And all the little maidens said, 

"A jewel if you please!" 
But while they held their hands 

To catch the diamonds gay, 
A million little sunbeams came 

And stole them all away. 



40 LANGUAGE AND GRAMMAR 

What is meant by saying that the diamonds twin- 
kled in the trees ? 

What were the diamonds ? 

Wiiat did each little girl ask for? 

Why did the little girls get no diamonds ? 

What word could be used instead oi jewel? 

What word could be used instead of gayf 

Read this poem over carefully, noticing all marks, 
the arrangement, etc. Commit this poem to memory. 

Tell in your own words the story related in this 
poem. 

Close your book and ivrite the poem from memory. 

Compare your copy with that in the book, re-writing 
if necessary. 

LESSON XXV.— STUDY OF A POEM. 

Mary's Kitten. 

I have a little kitten 

So pretty, sleek and white. 

She's full of play and mischief 
From morning until night. 

The only time she's quiet 

Is when she takes a nap, 
Sometimes upon the hearth-rug, 

And sometimes in my lap. 



ABBREVIATIONS. 41 

Answer the following questions in good sentences : 

What kind of kitten lias Mary ? 
What does it do all day ? 
When is it quiet ? 
Where does it sleep ? 

Find a contraction. 

Find a compound word in lohich a hyphen is used. 

What is the meaning of " sleek "J* 

Tell in your own language the story told in this 
poem. 

Commit to memory the poem. 

Write the poem without looking at the hook. 

Compare your copy with the printed, copy. 

If your copy needs correcting, correct it and re- 
write it. 

LESSON XXVL— ABBREVIATIONS. 

Mr. ; Mrs. ; Dr. ; Gen. ; Capt. ; Jan. ; Feb. ; Mar. ; bu. ; 
bbl.; Co.; Sec. 

Some little girls were playing with paper dolls. In 
a few days they shortened the name to '■'' papers^^ later 
to "papes.^^ The more they shortened their words 
the more play could be crowded into an hour. This 
tendency to shorten (abbreviate) pervades all the 
activities of man. The expressions Mr., Mrs., etc., 



42 LANGUAGE AND GEAMMAK. 

are called abbreviations. Abbreviations are used 
for all the months of the year, the States of the 
United .States, many cities, various titles, etc. 

Notice that the abbreviations of proper names and 
titles attached to proper names begin with capitals, 
but that the abbreviations for common words do not 
usually begin with capitals. 

Notice that every abbreviation ends with a period. 

Expand the following abbreviations into the whole 
words : 

Capt. ; Gen. ; Hon. ; Rev. ; bbl. ; ans. ; bu. ; pt. ; qt. ; 
Md.; Pa.; Del. 

Write the abbreviations for the following : 

Mister ; Mistress ; Doctor ; Secretary ; Massachusetts ; 
Cfonnecticut ; Virginia ; et cetera ; Ante meridian (Before 
Noon) ; Post meridian (After Noon). 



LESSON XXVIL— TITLES, 

Mr. Smith is a merchant. His son is a physician, 
and his brother is an officer in the army and is known 
as Captain Smith. Tbe names of these men are written 
as follows : 

Mr. John Smith. Dr. Thomas Smith. 

Capt. William Smith. 



STUDY OF A STOKY. 43 

The words that come before these names are called 
titles. Titles are generally either of respect or of 
office. 

Titles are nearly always abbreviated. 

The words cousin, uncle, grandfather, etc., when 
used with proper names are usually written with capi- 
tals ; as, 

Uncle Joseph Brown came to spend Christmas 
with us. He brought Cousin Frank with him, and 
also a present from Grandfather Brown. 

Write the names of your acquai7itances who have 
titles, using the jiroiper abbreviations for the titles. 



LESSON XXVHL-STUDY OF A STORY. 

The Boston Boys and General Gage. 

When the people of Boston resisted British oppression, General Gage 
was sent with two regiments of soldiers to compel obedience to the 
British crown. During their stay there were continual quarrels with 
the citizens. The hatred of the people toward the Red-coats became 
more and more bitter. 

Even the children took part in the quarrels, as the following story 
will show : 

During the winter the boys built snow slides on Boston Common 
and coasted down them to the frog pond. The soldiers destroyed these 
slides, merely to provoke the boys. The boys complained and repaired 
their slides, but again and again they were destroyed. 

Several of the boys waited upon one of the officers and told him 
of the conduct of his soldiers. He would have nothing to do with 
them, and the soldiers were more insolent than ever. 



44 LANGUAGE AND GRAMMAR 

At last the boys held a meeting and sent a committee to wait upon 
General Gage. He asked why so many boys had called upon him. 

" We came, sir," said the largest boy, " to demand satisfaction." 

" What ! " said the general, " have your fathers been teaching you 
rebellion, and sent you to show it here?" 

"Nobody sent us," answered the boy, with flashing eyes. "We 
have never injured nor insulted your troops ; but they have trodden 
down our snow slides and broken the ice upon the pond. We com- 
plained, and they called us young rebels and told us to help ourselves 
if we could. We told one of your officers, and he laughed at us. Yes- 
terday our slides were destroyed for the third time ; and, sir, we will 
bear it no longer." 

General Gage was a gentleman and a soldier. He admired the 
spirit of the boys. Turning to an officer at his side, he said: "The 
very children here draw in a love of liberty with the air they breathe. 
Go, my brave boys, and be assured that if my soldiers trouble you 
again, they shall be punished." 

Tlie teacher will read the foregoing story to the 
class, and have several pupils tell the story. 
Have the pupils all write the story. 

Compare iv'ith the book and re-write ivith hook chimed. 



LESSON XXIX.-QUOTATION MARKS. 

James called to his friend, "Come to the pond, 
Thomas, and bring your skates. The ice is safe and 
the skating is fine." 

" I will be with you in a minute," said Thomas. 

Notice that when we repeat the exact words of some 



THE DIVIDED QUOTATION. 45 

one else we place certain marks at each end of tlie 
repeated or quoted part. These marks are called 
quotation marks. 

Notice also that the quoted part is sejjarated from 
the part that is not quoted by a little mark called a 
comma. 

Write a number of sentences telling exactly what 
some of your classmates say, and telling who makes 
each statement. 

Write a little dialogue betiveen tivo 'persons, giving 
the exact ivords of each, and telling which person 
makes each expression. 

Use a new paragvafh each time you change speakers. 



LESSON XXX.— THE DIVIDED QUOTATION. 

SECTION I. 

" This story," said Mary, " is the best I have ever 
written." 

Notice that when the quoted part is divided by the 
part not quoted each part of the quoted part is en- 
closed in quotation marks. 

Notice also that when the quoted part is divided it 
takes two commas to separate the quoted from the 
unquoted part. 



46 LANGUAGE AND GKAMMAR. 

Write a short cofiversation between two persons, using 
divided quotations. 

Note. — When successive paragraphs are quoted, the marks are placed 
at the beginning of each paragraph, but the closing marks are placed only 
at the end of the last paragraph. 

SECTION IL 



Tell the story of these girls and their tea-party, 
quoting their exact words. 

The teacher will select other pictures and have 
the pupils write similar stories, making use of quo- 
tations. 



TITLES OF BOOKS, HEADINGS, NAMES OF COMPANIES. 47 

LESSON XXXI.— TITLES OF BOOKS, HEADINGS, 
NAMES OF COMPANIES. 

SECTION L 

"The Lady of the Lake"; "The Bu'ds' Christ- 
mas Carol";' "The Village Blacksmith"; "The 
Reading Railroad Company"; "The Athletic Base- 
ball Club." 

Notice that the princiiDal words in the foregoing 
headings, titles of books, titles of poems or stories, 
and names of business firms and companies begin 
with capitals. 

Notice also that we quote them and, in writing, 
usually enclose them in quotation marks. 

Write the titles of six books, six poems, six stories 
from the Youths' Companion, six headings of chapters, 
and six business companies. 

SECTION IL 

Write a story telling about a book you have read 
and the pleasure it afforded you. 

SECTION III. 

Write an account of some of the best boohs and pic' 
tures you know. 



48 



LANGUAGE AND GEAMMAK. 

SECTION IV. 




When two persons carry on a conversation the talk 
back and forth is called dialogue. 

Imagine and tell your teacher the dialogue of these 
two girls about their kittens. 

Notice how dialogue is \vritten in your reading 
book. 

Notice all the marks and the arrangement. 

Write the dialogue of these girls. 

Write the dialogue between two girls who went to a 
picnic ; of two boys who went skating. 



THE BOY WHO DOES NOT CARE. 49 

SECTION V. 
THE BOY WHO DOES NOT CARE. 

"James, my sou, you are wasting your time in 
playing with that kitten, when you ought to be 
studying your lesson," said Mrs. Mason to her 
son. 

" I don't care," replied the boy, as he continued to 
amuse himself with Spot, his little kitten. 

" But you ought to care, my dear," said his 
mother, with a sigh. " You will grow up to be an 
ignorant man if you do not make good use of your 
time." 

" I don't care," said James, as he raced out into the 
yard after his amusing playmate. 

Mrs. Mason thought she would teach her little boy 
a lesson, so she made no preparation for dinner. 
When noon-time came her idle boy rushed into the 
house as usual, shouting: 

" Mother, I want my dinner ! " 

" I don't care," said Mrs. Mason, very calmly, as 
she worked away with her needle. 

" I am very hungry, mother," said the boy. 

" I don't care," repeated Mrs. Mason. 

James was puzzled, for his mother had never treated 
him in this way before. He was silent for a while, 
then he spoke again : 



50 LANGUAGE AND GRAMMAR. 

" Mother, I want something to eat." 

*' I don't care," was the quiet answer. 

" But, mother, I shall starve if I don't get some- 
thing to eat pretty soon," said James. 

" I don't care," was the answer. 

This was too much for James to endure. He burst 
into tears. His mother, seeing him fairly subdued, 
laid down her sewing, and, calling him to her side, 
stroked his hair very gently. " My dear little boy," 
she said, " it hurts me very much to hear you always 
saying, * I don't care.' I want you to become a good, 
thoughtful boy, caring for my wishes and for your 
own duties, at all times." 

James kissed his mother, and after eating his 
dinner he went off to school a wiser and better 
boy. 

Read this story. 

Notice that much of it is in the form of dialogue. 

Notice the use of quotation marks. 

Write a similar story of your onm about "The Boy 
Who Hadn't Time"; about "The Girl Who Was 
Too Busy." 

Read each story over and mark the jtlaces which 
might he improved. 

Re-tvrite the stories, making these im])rovements. 



REVIEW. 51 

LESSON XXXn.— REVIEW. 

How do is and are differ in use ? 
When do you use 's to denote possession ? 
When do you use the apostrophe without the s to 
denote possession ? 

Write the proper possessive form for hoy ; boys; 
man; men; mistress; horses; Edward Brooks. 

When the apostrophe is used in contractions, what 
does it show ? 

What is the rule for capitals in poetry? 

In poetry how do 'we arrange the lines that 
rhyme ? 

AVhat is the rule for capitals in abbreviations ? 

What mark of punctuation is used with abbrevia- 
tions ? 

What do you mean by titles? 

How are titles generally written? 

What are quotation marks used for? 

How is the comma used in a quotation ? 

How do we write a divided quotation ? 

What is the rule for capitals in writing headings 
of chapters, titles of books, etc. ? 

Write your answers to the foregoing questions. 
Give an example after each answer. 



52 LANGUAGE AND GRAMMAR. 

LESSON XXXUL— A LETTER. 

SECTION I. 

{Heading). 
Chester, Pa.. Nov. 18, 1904. 
{Salutation?} 

Dear Cousin 3Iary : (Body of Letter.) 

Mother received a letter to-day from Aunt Eliza- 
beth Eastlake, saying that she and Cousin John will 
be with us on Thanksgiving Day. You have not seen 
Cousin John since he entered college, so we would like 
you to come too. Write telling me that you will 
come, and I shall meet you at the station. 

( Complimentary Close.) 

Your loving cousin, 

{Co7iclusion.) ALICE BOND. 

[Signattire.) 

Notice that this letter has four parts : — 

First, the place and date ; this is called the 
Heading. 

Second, the person to whom the letter is written 
is addressed ; this is called the Salutation. 

Third, the main part or Body of the letter. 

Fourth, the writer states who she is and signs 
her name. The statement wdiich tells who she 
is is called the Complimentary Close. Her 
name is called the Signature. The Compli- 
mentary Close and the Signature taken together 
are called the Conclusion of the letter. 



A LETTEK. 53 

SECTION II. 

THE HEADING. 

Examine the following headings : 

Chester, Pa., Jan. 1, 1906. 

Norristown, Montgomery Co., Pa., 

March 27, 1906. 

State Normal School, 

Millersville, Lane. Co., Pa., 

January 27, 1906. 

2828 Girard Ave., 

Philadelphia, Jan. 1, 1906. 

Notice that the heading indicates the place where 
the letter was written and the time when it was written. 
When you answer a letter you can look at its head- 
ing and see to what place you must direct your answer. 
The heading should always enable you to do this, 
even to the street number, if in a large city. 

Notice that if the heading is short it may be written 
upon one line. If it is long it must be written upon 
more than one line, but that there are good and bad 
ways of breaking it up ; as, 

Millersville, Lane. Co., Pa., 
or, 

Millersville, 

Lancaster County, Pa. 

Write a dozen headings, arranging them with your 
best taste. 



54 LANGUAGE AND GRAMMAE. 

SECTION III. 

THE SALUTATION. 

The following forms of salutation are used in writ- 
ing to near friends or relations : 

My dear Father: 

I shall be home from school ... 

My dear John : 

Tell me about your trip . . . 

Dear Cousin : 

Father is going to see our . . . 

Dear Miss Jones : 

Please bring your music . . . 

The following forms are used in writing to strangers 
or slight acquaintances: 

Mr. Robert Smith : 

Dear Sir : 

Mrs. Addison Jones : 

Dear Madam : 

Our fair was a success and we wish to donate 
the proceeds . . . 



A LETTER. 55 

Miss Anna Eastlake, 

Secretary W^omen's Guild : 

Dear Miss Eastlake : Our yOUng WOmeU are 

very much ... 

Notice these salutations, especially the punctuation. 

Write headings and salutations for a dozen letters, 
making a short beginning of the body of the letter in 
each case. 

SECTION IV. 

THE CONCLUSION. 

The guests having departed, we retired for the night 
and were soon lost in pleasant dreams. 

Your loving sister, 

JENNIE McFADDEN. 

Hoping for a favorable answer, I am. 

Yours very truly, 

FRANK B. FLOWER. 

Notice that in the conclusion attention must be paid 
to the arrangement of the lines, so that a slanting line 
would touch the beginning of each line of writing. 

Be careful to calculate so that there will be room 
for each line, especially for the signature. 

The signature should end at the right-hand margin. 

Notice the punctuation. 



56 



LANGUAGE AND GRAMMAR. 



To whom should the following conclusions be ad- 
dressed ? 

Your loving daughter, Yours respectfully, 

Yours truly. Sincerely your friend, 

Write the last sentence of each of half a dozen letters 
and close each ivith a proper conclusion. 



SECTION V. 
THE ENVELOPE. 

When your letter is finished it must be properly 
folded cind placed in an envelope so that it may be 
mailed. 

The envelope must have written upon it the name 
of the person to whom it is sent and also the place 
where he or she lives. 

Notice the following envelopes : 



stamp 



Mrs. JOHN O. KANE, 

Cherry Hill, 

Md. 



A LETTER. 57 

If Mrs. Kane lived in a large city her address 
might be as follows: 



stamp 



Mrs. JOHN O. KANE, 

1716 Walnut St., 

Philadelphia, 

Pa. 



Notice that the beginnings of the lines would touch 
a slanting line if it were drawn. 

Notice also the punctuation. 

Notice also the place and the position of the postage 
stamp. 

Write letters to the following persons : 

Your mother, who is visiting her sister in this 
city; 

Your aunt in a country village; 

Your brother, who is in college ; 

A business man, speaking of some matter of busi- 
ness. 
Insert each letter in a properly addressed envelope. 



58 LANGUAGE AND GRAMMAR. 

LESSON XXXIV. 
USE OF WORDS. 

IN, INTO; ON, UPON. 

James ran into the house. 

He remained in the house. 

His ball was in a drawer, but he took it out and 
put it into his pocket. 

John is in the water, jumping. He is jumping in 
the water. 

William is on the bank of the pond and is about to 
jump into the water. 

Edward was on the platform and jumped on it. 

Samuel was not on the platform, but he jumped 
upon it. 

Some persons are not careful to use words with 
their exact meaning. 

We should always use the word that expresses just 
the meaning that we intend to express. 

Use in sentences the foUowing words {with their 
exact meanings) : 

In, into; on, upon. 

Use the folloiving words also ivith exact meaning : 
have, got ; at, to ; real, very. 



COMMAS IN SERIES. 59 

LESSON XXXV,— COMMAS IN SERIES. 

SECTION I. 

John, James and William are playing ball. 

My studies at school are reading, arithmetic, geog- 
raphy, history and language. 

Notice that we do not say John and James and 
William, etc., but that we avoid the use of one or all 
but one and by using and only once, and using 
the comma where and is omitted. 

Write a number of sentences, using the comma as it 
is used in the foregoing sentences. 

SECTION II. 

Make a rule for the use of commas when words fol- 
low each other in a series, as they do in the sentences 
you have noticed. 

Write a number of sentences applying your rule. 

SECTION III. 

Read a story from your Reader. 
Tell the story in your own language. 
Write the story in your own language. 



PART II. 

LESSON I.— SENTENCES GROUPED ACCORDING 
TO THEIR USE. 

We have learned that statements and questions are 
sentences. Let us examine some sentences and see 
whether we can find any other kind besides statements 
and questions. 

The sky is overcast. 

Will it rain to-day ? 

I think that it will rain. 

Take your umbi-ella with you to school. 

If you examine these sentences you will find two 
statements, one question, and a command. You will 
find that all your sentences belong to one of these 
three kinds. 

Statements are called Declarative sentences. 

Questions are called Interrogative sentences. 

Commands or requests are called Imperative 
sentences. 

An exclamntion is a kind of Declarative sentence. 

A request is a kind of Imperative sentence. 



STRUCTURE OF THE SENTENCE. 61 

Tell what kind of sentence each of the following is : 

A wise son maketli a glad father. 
Now mind your p's and q's. 
Please give me a new pen. 
Light the lamp for me. 
May I read my new book now ? 
Go to the ant, thou sluggard. 
" Tell me not in idle numbers 

Life is but an empty dream." 



LESSON n. 
STRUCTURE OF THE SENTENCE. 

We have learned that statements, questions and 
commands are sentences. We shall now learn some- 
thing about the building of the sentence. 

When we wish to find out how a thing is made we 
take it apart and examine its parts. We shall do this 
with the sentence. 

William | swims. Dogs | bark. 

Anna | sews. Mary | plays. 

Notice that these sentences tell something. 
Notice that each sentence has two parts, as shown 
by the lines dividing them. 

Notice that the latter part tell§ what is said or done. 



62 LANGUAGE AND GRAMMAE. 

Notice that the first part is the name of the person 
or thing which says or does what is said or done. 

The part of a sentence that is the name of the 
person or thing about which something is said is 
called the subject. 

The part of a sentence that tells what is said about 
the subject is called the predicate. 

To find the predicate of a sentence find what is said 
or done. 

To find the subject, make a question by placing 
who or what before the predicate. The answer 
to this question will be the subject. 

Draw a short vertical line between the subject and 
the predicate of each of the following sentences and 
indicate which is the subject and which the predicate. 

Birds sing. Water flows. Trees grow. 

Girls sew. Gems sparkle. Stars twinkle. 

Sometimes the predicate consists of more than one 
word ; as in the following sentences : 

Water | will flow. William | may go. 

John I can run. Jane | is loved. 

Money | will be received. William | may have gone. 

Boys I should play. Girls | are taught. 

Mary | should have tried. Men | must learn. 



STEUCTUKE OF THE SENTENCE. 63 




Write the story suggested by this picture. 
Break the story iiito paragraphs by grouping the 
sentences that belong to the same part of the story. 

For instance, make one paragraph about dolly's 
getting her feet wet. 

Make another paragraph about how dolly felt the 
next morning. 

Make a third paragraph about sending for the 
doctor when dolly became worse. 



64 LANGUAGE AND GRAMMAR 

LESSON m. 

COMPOUND SUBJECT AND PREDICATE. 

Singular and Plural. 

John and James | play ball. 

John, James and William | are playing. 

Mary and Jane | will come. 

Notice that in these sentences there are two or 
more subjects. 

When a sentence has two or more subjects used 
together it is said to have a Compound subject. 

Notice that when the subject is compound the 
predicate takes the form used for two or more. 
Thus, if the subject is single, we say is coming. 
If the predicate takes the form for two or more, we 
say are coming. When one is meant in the sub- 
ject, we say that the form is singular. When two 
or more are meant in the subject, we say the form 
is plural. Is is singular. Are is plural, 

John I runs and jumps. 
Mary | reads and sings. 
Alice I reads, sings and plays. 

Notice that these sentences have two or more 
predicates. 



PARTS OF SPEECH. 65 

Iq such a case the sentence is said to have a 
compound predicate, 

John and Mary | read and sing. 

Notice that in this sentence both the subject and 
the predicate are compound. 

Write five sentences having compound subjects, five 
having compound predicates, and five having both 
subjects and predicates compound. 



LESSON IV.— PARTS OF SPEECH. 
Nouns. 

The words in a language are assorted, and those that 
are used in the same way are placed in a group or class 
and called by a name. 

These classes of words are called parts of speech. 
All names belong to the class called nouns. The fol- 
lowing words are nouns : 

John, Captain Erricson, iron, sea, land, happiness, 

joy- 

Notice that John and Captain Erricson are partic- 
ular names. 

Such particular names are called proper nouns. 

Remember that every proper noun begins with a 
capital letter. 



6b LANGUAGE AND GEAMMAR. 

Notice that " iron," " sea," " tree," " man," are the 
names of common things. Such names are called 
common nouns. 

Make a list of proper nouns and another list of com- 
mon nouns. 

Use the nouns in your list as subjects of sentences, 
thus forming simple and compound subjects and 



Boy, boys. Girl, girls. 

Notice that " boy " is in the singular form and 
"boys" is in the j^lural form. 

A noun that means " one " is said to be in the 
singular number. 

A noun that denotes " more than one " is said to be 
in the plural number. 



LESSON v.— STUDY OF A FABLE. 
Pandora. 

Pandora was a little girl. 

She lived long ago when the world was new. 

Pandora played with a little boy named Epime'- 
theus. 

This boy and girl did not eat cooked food ; they 
ate fruits of the trees and the vines. 



STUDY OF A FABLE. 67 

In the house was a beautiful box. The box was 
made of wood and had pretty pictures carved upon 
it. 

One day Pandora said, " What is in the pretty 
box?" 

" I must not tell," said the boy. 

Pandora was inquisitive and longed to know what 
was in the box. She often coaxed the boy to tell, but 
he would not. 

The longer Pandora thought about it, the more she 
wanted to see what was in the box. 

" Who brought the box here ? " asked Pandora one 
day. 

" It was a man, but I do not know who he w^as," 
said the boy. 

" How did he look," asked the girl. 

" He had wings on his cap and wings on his feet," 
said the boy. 

" That was Mercury," said the girl. " He left me 
here. I think the box is intended for me. Let me 
open it." 

" No, no," said the boy, " we must never do that." 

This made Pandora cross and she would not play 
with the boy. 

Epimetheus was sad and went off alone. 

Pandora resolved to open the box. She untied the ^ 
silver cord. 



68 LANGUAGE AND GRAMMAR. 

Epimetheus made a wreath of roses and went back 
to coax Pandora to play with him. 

She was kneeling by the box. Suddenly the box 
came open. What do you think was in it? 

Out came some bees. The boy and the girl were 
stung. The bees stung the flowers and the fruit. 
They gave the people great trouble. 

Pandora was sorry she had ojjened the box. 

After a while a tap sounded in the box. " Let me 
out," said some one. 

" Oh, no," said the children. " "VVe have had too 
much trouble already." 

" If you will let me out I will help you," said the 
voice from the box. 

The children opened the box again and out came a 
beautiful creature with bright colored wings. It 
looked like a butterfly. 

" Who are you ? " asked Pandora. " They call me 
Hope," said the creature. 

Hope kissed their stings and made them well, and 
helped all the people to bear their trouble. She is 
helping people to bear their troubles yet. 



.The teacher will read this story to the children, ex- 
plaining to them that it is a myth story or fable. 
Have several children tell the storv. 



PAETS OF SPEECH. 69 

Have all the children write the story. 
Stimulate them to their best efforts. 
Have them examine their written story and mark 
the places where they might make improvements. 
Have them re- write, improving as much as possible. 



LESSON VL-PARTS OF SPEECH. 

Pronouns. 

John I can run. 
He I will catch the cat. 
The cat | has hurt her foot. 
She I cannot run fast. 

Notice that in these sentences instead of saying 
"John can run," "John will catch the cat," we use 
another word, "he," in the second sentence instead of 
John. 

Notice also that we do not say " The cat has hurt the 
cat's foot," " The cat cannot run fast," but we use the 
words " her " and " she " instead of the word " cat." 

Words that are used instead of nouns in this way 
are called pronouns. 

/, ive, you, him, he, she, her, it, nre pronouns. 

' Write ten sentences using a pronoun in each sentence. 
Use some of these pronouns as subjects of sentences. 



70 LANGUAGE AND GKAMMAE. 

LESSON Vn.— STUDY OF A POEM. 

The Boy in Blue. 

"Rub-a-dub- dub," said the boy in blue, 
"I have a big gun, and I will shoot you." 
"O don't shoot me," said the little brown dog; 
" Go down to the pond and shoot a big frog." 

Copy this poem and mark the nouns and the pro- 
nouns, writing the names under each. 



LESSON Vm.— STUDY OF A PICTURE. 

This boy has hurt his foot. 

He cannot walk. 

His friends will carry him. 

He must reach home. 

His friends are strong and kind. 

They will carry him easily. 

Cojyy these sentences. 

Separate the subject from the predicate in each case 
by a short vertical line. 

Write " noun " under those subjects that are nouns. 

Write ''pronoun'' under those subjects that are 
pronouns. 



STUDY AND EEPRODUCTION OF A POEM. 71 




LESSON IX. 
STUDY AND REPRODUCTION OF A POEM. 

My Shado"w. 

I have a little shadow that goes in and out with me, 
And what can be the use of him is more than I can see. 
He is very, very like me from the heels up to the head; 
And I see him jump before me when I jump into my bed. 

The funniest thing about him is the way he likes to grow — 
Not at all like proper children, which is always very slow; 
For he sometimes shoots up taller, like an India-rubber ball, 
And he sometimes gets so little that there's none of him at all. 



72 LANGUAGE AND GRAMMAR 

He hasn't got a notion of how children ought to play, 

And can only make a fool of me in every sort of way ; 

He stays so close beside me — he's a coward you can see — 

I'd think shame to stick to Nursie as that shadow sticks to me. 

One morning, very early, before the sun was up, 
I rose and found the shining dew on every buttercup ; 
But my lazy little shadow, like an arrant sleepy-head, 
Had stayed at home behind me and was fast asleep in bed. 

The teacher will read this poem for the chikiren 
and lead them to enjoy it. The children will have 
their books closed. The teacher will then go over 
the poem, calling the attention of the children to the 
chief points and to the word-pictures. She will then 
read it again while the children, with eyes closed, 
see the pictures in imagination. While she reads, 
she will have the children watch for the shadow to 
go "in and out" and to "be very like me from my 
heels up to my head and to jump before me into bed," 
and suddenly to grow larger and smaller, and to be 
seen sticking "close beside me like a coward." She will 
have the children notice how the artist has pictured 
part of the story. She will then have eight or ten 
children, one after another, tell the story in their own 
words, urging each child to tell the best and most 
complete story he can. She will not have it told in 
poetry. The children's stories, so far as heard, are so 
good that all should have a chance to speak ; but, as 
all cannot tell the storv, for want of time, all must be 



BUSINESS LETTERS. 73 

allowed to write it. The teacher will move about the 
aisles, praising, here and there to spur the children to 
their best efforts. Let the first point be for the chil- 
dren to pour out their beautiful story upon paper 
while they are full of it. Attention to the mechanics 
of writing can wait for second writing. Chiklren 
should be encouraged, however, to form correct me- 
chanical habits so that they may soon be able to write 
correctly at the first trial. 
The children must be led — 

1, to enjoy the poem ; 

2, to get the gist of the poem ; 

3, to enjoy telling the story in their own way; 

4, to enjoy writing the beautiful story. 

Note. — The success of the teacher depends upon her ability to 
accomplish these four things. Stirring the enthusiasm of the children 
is the main point. Getting children to take delight in improving their 
work is next in importance. Criticise by showing the fine points in 
the best stories. Aid the unsuccessful by pointing out to each in a 
quiet, friendly, unostentatious manner how he might do better. Do 
not do his work for him. Let him have the satisfaction of doing the 
work himself and enjoying it. Allow the pupil the joy of accomplish- 
ment. Let the children feel that their work is appreciated. 



LESSON X.— BUSINESS LETTERS. 

Write to Arnold, Constable & Co., Broadway and 
Nineteenth Sts., New York, ordering the following : 
10 yds. ribbon, as per sample enclosed, at 5c. per yd. 



74 



LANGUAGE AND GRAMMAR. 



2 prs. gloves, described by writer, at $1.00 per pr. 
and $0.80 per pr. 

6 yds. lace, as per sample, at 80c. per yd. 

10 yds. dress silk, as per sample, at $2.00 per yd. 

State hoiv money is sent and enclose check or money 
order. — ^^-^o. — 

LESSON XI.— STUDY OF A PICTURE. 




PARTS OF SPEECH. 75 

Write the story suggested by this picture. 
Form the habit of always keeping related 
in the same paragraph. 



LESSON XII.— PARTS OF SPEECH. 

Verbs. 

The little pony | gallops. The dog | was young. 

The pony | is pretty. Now the dog | is old. 

Mary's dog | runs. Dogs | are fine pets. 

Notice that the predicate verbs in these sentences 
are words that express action^ as "gallops," "runs," 
or else they are forms of is (as, are, was, is). The 
different forms of is or be express existence or being. 

A word that asserts action or being is called a verb. 

The first word in every predicate is a verb. 

This verb is called the predicate verb or the 
simple predicate. 

The child | lives. The baby | sleeps. 

Notice that these predicates are not forms of be, and 
they do not express action. In what condition or 
state is the baby ? It is in the state of rest or sleep. 
What is the state of the child ? It is in the state of 
life. Such verbs are said to assert state of being. 



'Q LANGUAGE AND GRAMMAR. 

A word that is used to assert action, being, or state 
of being, is called a verb. 

Write Jive senteiices whose predicate verbs assert 
action, five sentences whose verhs assert being, and five 
whose verbs assert state of being. 



LESSON Xni.— REVIEW. 

A Noun is a word that is used as a name. 

A Proper Noun is the name of a particular per- 
son, place, or thing. 

A Common Noun is the name of a common thing. 

A Pronoun is a word that is used in place of a noun. 

A Verb is a word that is used to assert action, being, 
or state of being. 

Subjects are always nouns or pronouns. 

Predicates are always verbs. 



LESSON XIV.— COMPARISON. 

Compare the horse and the mule with regard to size, 
ears, hoofs, hardiness, endurance, cost of keep, kind 
of work each is adapted to, relative cost, length of service. 

Write an argument in favor of mules as co^npared 
with horses for drawing canal-boats. 



STUDY AND REPRODUCTION OF A POEM. 77 




Write an argument in favor of the pu7'chase of 
horses for use on a farm. 



LESSON XV. 
STUDY AND REPRODUCTION OF A POEM. 

Bed in Summer. 

In winter I get up at night 
And dress by yellow candle-light; 
In summer, quite the other way, 
I have to go to bed by day. 

I have to go to bed and see 
The birds still hopping on the tree, 
Or hear the grown-up people's feet 
Still going past me in the street. 



78 LANGUAGE AND GKAMMAR. 

And does it not seem hard to you, 
When all the sky is clear and blue, 
And I should like so much to play, 
To have to go to bed by day ? 

The teacher will read this poem to the children ; 
they will have their books closed, so that they can 
enjoy it and see (in imagination) the j^retty scenes. 

The teacher will read it again, having the children 
picture to themselves the early rising in winter ; rising 
in summer ; the difference ; the birds, etc. 

Have the children (ten or a dozen in quick succes- 
sion) tell the story in their own words. 

For want of time to tell the story, have all write 
the story in their own way (not in poetry). 

Follow the plan of the reproduction lesson upon 
"My Shadow," page 71. 



LESSON XVI. 

MODIFIED SUBJECT.— PARTS OF SPEECH, 

Adjective. 

1. Trees shade the lawn. 

2. Large trees shade the lawn. 

3. Fine large trees shade the lawn. 

4. Two fine lar^e trees shade the lawn. 



MODIFIED SUBJECT-PAETS OF SPEECH. 79 

Notice that the first sentence is enlarged by using 
words that describe trees, thus forming the second, 
third, and fourth sentences. These words change or 
modify the meaning of the word trees. In the first 
sentence we may mean any number or kind of trees. 
In the second sentence we describe the trees as to size. 
In the third sentence we describe the trees as to size 
and shape, etc. In the fourth sentence we limit the 
number of trees to two. 

The words " two," " fine," and " large " are called 
modifiers of the word trees. 

Words used to modify nouns or pronouns are called 
adjectives. 

There are three little words, a, an, and the, that are 
also used to modify nouns. We have learned about 
these wor<ls before. 

A, an, and the are put in a class by themselves and 
are called articles, though they are really adjectives. 

Select the modifying ivords in the foUoiving sentences 
and tell to which class (part of speech) each belongs : 

The tallest tree has fallen. 
The only pet is dead. 
An earnest plea was made. 
A fierce battle was fought. 



80 LANGUAGE AND GKAMMAR. 

LESSON xvn.' 

ARRANGING SENTENCES IN DIAGRAM. 

Arrange the following sentences like the model in 
the diagram. 

A fine, large mansion was erected. 

/- A [article] 

"mansion [^"^j^<^t] \ fine [adjective] 

( large [adjective] 

_was erected [predicate] 
Arrange the following in the same way : 

1. Many heavy weights were suspended. 

2. Several large girls arrived. 

3. The fleetest horse won. 

4. The happy little birds twitter. 

5. That old gray rock has fallen. 

6. The highest peak has been reached. 

7. Nine long miles have been travelled. 

8. A large volume fell. 

9. The quaint old town slumbered, 

10. Many rich flowered silks were presented. 

Note to Teacher. — A diagram or outline of a sentence is a 
device by which we make plain to the eye the relation of the parts 
of a sentence. Any such device, if nsed in moderation, is helpful. 
If, however, the diagram is made so complex that it is more difficult 
to understand than is the thought which we wish to elucidate, then 



STUDY OF A PICTURE. 81 

the diagram is to be condemned. There have been many "systems" 
of diagraming, but only the simplest devices help the child. 

One plan for a diagram is to place the modifying word with its 
initial letter under the third or fourth letter of the modified word ; 
thusj 

house 
a 

large 
handsome. 

Another plan is to use the brace ; thus, 

ra 

house -^ large 

(_ handsome. 

The number of such devices is limited only by the ingenuity of the 
fe^her. It is well to vary the devices and to teach children to invent 
means of charting their thoughts. 



LESSON XVm,— STUDY OF A PICTURE. 

We use language to convey thought. Pictures also 
convey thought. Indeed, j^ictures were used to convey 
thought before there was any written or printed lan- 
guage. 

In the picture on the next page you can see what 
the boy is doing and can almost hear him speak to 
the old woman. You can also imagine what the old 
woman is saying to the boy. We can tell something 
of the character of the boy by his kindness to an old 
woman. 



82 LANGUAGE AND GEAMMAR. 

Write the story suggested by this picture. 




LESSON XIX. 
MODIFIED PREDICATE.~PARTS OF SPEECH. 
Adverbs. 
The dogs ran swiftly. Mary is sewing now. 

Tiie bird flew away. 



Edward reads rapidly. 
Samuel came to-day. 



Mv cousin came here. 



MODIFIERS OF OTHER MODIFIERS. 83 

Notice that the predicate verb is modified by the 
words " swiftly," " now," " away," " here," etc. 

Notice that these words show " how " or " when " or 
" where " the action asserted by the verb was per- 
formed. 

Words used to modify verbs, by showing how or 
when or where the action asserted by the verb is per- 
formed, are called adverbs. 

Arrange the foregoing sentences like the following : 
'George [subject] 

C Viere [adverb] 
-^^^e^^^^'^^'^H to-day [adverb] 

LESSON XX. 

MODIFIERS OF OTHER MODIFIERS. 

A very beautiful station stood there. 
The boy ran too fast. 

Notice that the word " very " modifies beautiful by 
telling how beautiful, and that " too " modifies fast by 
telling how fast the boy ran. 

The words " very " and " too " are adverbs. "Very" 
modifies the adjective " beautiful " ; and " too " mod- 
ifies the adverb " fast." 

"Words that are used to modify adjectives and ad- 
verbs are called adverbs. 



O 



84 LANGUAGE AND GKAMMAR. 

Arrange the following sentences like the model: 

A fine large dog rau swiftly by. 

Those beautiful clouds are flying fast. 

An exceptionally line piano was brought here 

to-day. 
An exceedingly bright light shone very far 

and wide. 

r An [article] 
"liffht [subject] ) ^^ 

^ \ bright [adjective] {exceedingly [adverb] 

( far [adverb] I very [adverb] 
shone [predicate] j ^nd 

( wide [adverb] (ygry ) [adverb] 

Rememher that an article is the word «, an, or the 
used to modify a noun. 

Rememher that an adjective is a word that modifies 
the meaning of a noun or a i^ronoun. 

Rememher that an adverb is a word that modifies the 
meaning of a verb, an adjective, or another adverb. 



LESSON XXI.— EXPANDING SENTENCES, 

Expand the foUotoing sentences by adding adjectives 
and adverbs : 

Use the following adjectives and adverbs : 

Beautiful, here, the, happy, about, stately, long, 
golden, tall, silvery, noisy, swiftly, along. 



STUDY 'OF A PICTURE. 



85 



1. Flowers bloom. 2. Birds are flitting. 3. Trees 
wave their branches. 4. The grain waves in the 
breeze. 5. The automobile rushes past. 

LESSON XXIL— STUDY OF A PICTURE. 




What has happened as shown in this picture? 
What praiseworthy trait is shown by the dog ? Can 



86 LANGUAGE AND GRAMMAR. 

you tell something of the relation that has existed 
between this boy and the dog in the past? Is the 
boy kind to the dog ? Why do you think the boy 
is kind? 

Wi^ite the story suggested by this picture. 



LESSON XXIIL— USE OF WORDS. 
Teach and Learn. — ^Think and Guess. 

The word learn is often used incorrectly in the 
place of teach. One person can teach another, but 
one person cannot learn another. When a person 
gets knowledge he learns. 

The teacher teaches Arthur to write. Arthur learns 
to write when he is taught. 

Use teach and learn correctly in the following 
sentences : 

I shall you to play the flute. 

You shall to play on the flute. 

George will his dog some tricks. 

Frank will to drive his pony. 

Write five more sentences using the word learn cor- 
rectly, and five more using the word teach correctly. 

Guess is sometimes used incorrectly for the word 
think. 



STUDY OF A PICTURE. 87 

Guess means to express an opinion when you do 
not have knowledge. Think means to form an opinion 
from knowledge which you have. I guess a riddle. I 
thinh that the book I hav^ read is interesting. There 
is an element of chance in guessing. Thinking is 
based upon knowledge. 

Use thinh or guess correctly in the following sen- 
tences : 

I ^^_^ that hat is beautiful. 

I that you write well. 

Can you how many marbles I have ? You 

tpied to how many I have, but your 

was wrong. 

We _^_^ that our mother has gone out. 

We cannot the riddle. 

Write five sentences using guess correctly. 
Write five more using think correctly. 



LESSON XXIV,— STUDY OF A PICTURE. 

COMPARISON. 

Hen and Duck. 

Compare the hen and the duck with respect to the fol- 
lowing points : 



88 LANGUAGE AND GRAMMAR. 

1. General shape. 2. Size. 3. Shape of bill or 
beak. 4. Feet. 5. Tail. 6. Habits. 7. Roosting. 
8. Walking in groups. 9. Any other points you 
notice. 

Write the story of a flock of ducks. 
Write the story of a brood of ducks which had a 
hen for their mother. 



LESSON XXV. 
STUDY AND REPRODUCTION OF A POEM. 

The Pirates. 

Three of us afloat in the meadow bj' the swing, 

Three of us aboard in the basket on the lea: 
Winds are in the air, they are blowing in the spring, 

And waves are on the meadow like the waves there are at sea. 

Where shall we adventure, to-day that we're afloat, 

Wary of the weather and steering by a star? 
Shall it be to Africa, a-steering of the boat, 

To Providence, or Babylon, or ofi'to Malabar? 

Hi ! but here's a squadron a-rowing on the sea — 
Cattle on the meadow a-charging with a roar ! 

Quick! and we'll escape them, they're as mad as they can be, 
The wicket is the harbor and the garden is the shore. 

The teacher will read the poem for the enjoyment 
of the children, having them notice the " mind pic- 
tures" as she reads. The children will have their 
books closed. 



A LETTER.— COMPAEISON OF ADJECTIVES. 89 

The teacher will have the children tell what the 
author means by "afloat in the meadow," "aboard 
in the basket," " waves on the meadow," " wary of the 
weather," " steering by a star," etc. 

Following the plan of the lesson on " My Shadow," 
the teacher will have the children tell the story of 
" The Pirates " in their own way. Arouse enthusiasm. 

The children will then write the story in their own 
language. 

LESSON XXVI —A LETTER, 

Write a letter from Grafton, Mass., inviting your 
cousin, John Brighton, a prominent lawyer of a 
western town, to spend Old Home Week with you. 
Tell him as much as possible about the good times and 
the celebrations you will have and the part he is expected 
to take. 

Prepare and address the envelope. 

LESSON XXVn.— COMPARISON OF ADJECTIVES. 

SECTION I. 

John is a good boy. 

William is a better boy. 

Amos is the best boy in the class. 

The light of the lamp is bright, the light of the 



90 LANGUAGE AND GRAMMAR. 

incandescent light is brighter, but the arc light is the 
brightest light in common use. 

Notice that when we compare things we make use 
of adjectives that state the qualities of things in dif- 
ferent degrees. The incandescent light shows a greater 
degree of brightness than the lamp. The arc light 
gives light in the greatest degree. 

This property of adjectives that expresses qualities 
in greater or less degree is called comparison. 

The variation that shows the different degrees of the 
qualities is called degrees of comparison. 

SECTION II. 
DEGREES OF COMPARISON. 

Bright, Brighter, Brightest. 

What quality does the light of the lamp have? 

Brightness. 

What is said of the light of the incandescent light? 

Of the arc light? 

The form that merely expresses the quality is called 
the positive degree. 

The form that expresses quality in a greater or a 
less degree is called the comparative degree. 

The form that expresses quality in the highest or 
the lowest degree is called the superlative degree. 



TO FOKM DIFFERENT DEGREES OF COMPARISON. 91 
SECTION III. 

HOW TO FORM THE DIFFERENT DEGREES OF 
COMPARISON. 

Positive. Coraparative. Superlative. 
Bright, brighter, brightest. 

Easy, easier, easiest. 

Sweet, sweeter, sweetest. 

Kough, rougher, roughest. 

Notice what is added to the positive degree to make 
the comparative. 

Notice what is added to the positive form to make 
the superlative. 

Sweet, sweeter, sweetest. 

Good, better, best. 

Wholesome, more wholesome, most wholesome. 

Notice that the degrees may be formed by adding a 
syllable to the positive, or by the use of different 
words, or by the use of more or most, and that less and 
least may be used in the same way as more and most. 

SECTION IV. 
PRACTICE LESSON. 

Copy the following sentences, draw a line under the 
adjectives and tell the degree of each. 



92 LANGUAGE AND GRAMMAR 

Jura is a high mountain. 
Little Alice is a winsome child. 
Gold is the most valuable metal. 
Lead is heavier than iron. 

Write the degrees of the follounng adjectives in three 
columns, giving the head of each column its proper 
name. 



Hard, 


common. 


green, 


heavy, 


light, 


rude, 


insolent, 


affable. 


staunch. 


happy. 


lovable, 


tame, 


wild, 


strong, 


beautiful, 


pretty. 



LESSON XXVm.— USE OF COMPARISON. 

Joseph and James both write, but Joseph is the 
better penman of the two. 

Joseph, James and William all write, but William 
is the best penman. 

Notice that when two boys are spoken of we use the 
comparative degree, but when more than two are 
spoken of we use the superlative degree. We say the 
better of two, but the best of three or more. 

^lany persons incorrectly use the superlative when 
comparing two objects. 



COMPARISON. 



93 



Fill in the blanks in the following sentences: 

Charles and Edith both 2)lay tennis well, but Edith 
is the player. 

All the children play tennis, but Edith is the ■ 
player in the school. 

I like swimming and rowing, but I like swimming 
the of the two. 

Write five sentences, using the comparative degree 
correctly. 

Write five sentences, using the superlative degree cor- 
rectly. 



LESSON XXIX.— COMPARISON. 
Dog and Cat. 




Compare the dog and the cat with respect to the 
following : 



94 LANGUAGE AND GRAMMAR. 

1. Size. 2. Shape. 3. Kind of feet. 4. Claws. 
5. Hair or fur. 6. Food. 7. Use. 8. Teachableness. 

Write a comparison, using the statements that you 
have made. 

Which would you rather have, a dog or a cat ? 

Write an argument, giving your reason. 



LESSON XXX.— STUDY OF A MYTH STORY. 

Daphne. 

The river god was named Peneus. He had charge 
of the brooks and the creeks and the rivers, and even 
the raindrops. He led the raindrops from the spring 
on the mountain-side to the sea. 

Peneus had a pretty little daughter named Daphne. 
She had golden hair and starlike eyes, and Peneus 
loved her above all things. Daphne did not live in 
the water like her father : she danced under the trees 
and played with the birds and the bees; sometimes 
she rode on a big cloud. 

The fun-loving Cupid came to the river one day to 
drink. Cupid had a smiling face and laughing eyes, 
and carried a bow and a quiver of arrows. Some of 
his arrows were made of gold, and with these he could 
shoot love into people's hearts. But some of his 



STUDY OF A MYTH STORY. 95 

arrows were made of lead, and with these he shot peo- 
ple and filled their hearts with fear. 

Apollo saw Cupid drinking at the river. He came 
to Cupid and asked him what his bow and arrows were 
for. He taunted Cupid about being small and about 
the smallness of his arrows. " You cannot shoot," 
said he. " One must be large and strong like me to 
shoot." Cupid fixed an arrow upon his bowstring. 
He shot it into the cloud. It struck Daphne and 
filled her heart with fear, for the arrow was made of 
lead. She came out of the cloud, and ran because she 
was afraid. 

Then Cupid shot a golden arrow at Apollo and 
filled his heart with love for Daphne. 

Apollo ran after Daphne and called to her. " Stop, 
Daphne," he said ; " I will not hurt you. Do not 
bruise your feet upon the stones, but wait for me. I 
love you." 

At last Daphne could run no more, so she called 
to her father. The river-god heard her and quickly 
changed her into a beautiful green tree with pink 
blossoms. 

Apollo was sad because he had lost her, but he said, 
" Men who do brave deeds shall be crowned with the 
wreaths that are made from your green leaves." 



96 LANGUAGE AND GRAMMAR. 

The teacher will read this story with the children, 
explaining to them that it is a myth story. 

The teacher will have some of the children tell the 
story ; then have all the children write the story in 
their own words, stimulating the children to their 
best efforts. 

LESSON XXXI.— A LETTER. 

Write a letter to Qhristopher Sower Co., Philadel- 
phia, ordering the Hall & Brumbaugh Primer. 

Be sure to give your own address and name, and 
to enclose a slip of paper representing the price of the 
book, thirty-five cents. 

Prepare and address the envelope. 



LESSON XXXIL— COMPARISON OF ADVERBS. 

John writes rapidly. 

Charles writes more rapidly than John, but in this 
class William writes most rapidly. 

Notice that adverbs also have degrees of comparison, 
just as adjectives have. We must guard against the 
improper use of the superlative degree in the use of 
adverbs just as we must with adjectives. 

John writes rapidly, but Charles is a more rapid 
writer. 



COMPARISON. 



97 



Notice that instead of using an adverb modifying 
the predicate, we can often use an adjective expressing 
the same quality in a noun. 

Change the following sentences so as to use adjectives 
instead of adverbs : 

Mary sews rapidly. 

Mary is a sewer. 

The greyhound runs swiftly. 

The greyhound is a runner. 

John skates gracefully. 
William speaks accurately. 
Samuel studies diligently. 
— «)*:o<. — 

LESSON XXXHL— COMPARISON, 
Sheep and Goat. 



fK 




Compare the sheep and the goat with respect to the 
following : 



STUDY AND REPRODUCTION OF A POEM. 99 

1. Size. 2. Covering. 3. Horns. 4. Feeding- 
ground. 5. Habits. 6. Use to man. 

Write a story comparing the sheep and the goat, 
making use of the foregoing facts. 



LESSON XXXIV, 
STUDY AND REPRODUCTION OF A POEM. 

The Land of Counterpane. 

When I was sick and lay a-bed, 
I had two pillows at my head, 
And all my toys beside me lay 
To keep me happy all the day. 

And sometimes for an hour or so 
I watched my leaden soldiers go, 
With different uniforms and drills, 
Among the bed-clothes, through the hills ; 

And sometimes sent my ships in fleets 
All up and down among the sheets ; 
Or brought my trees and houses out, 
And planted cities all about. 

I was the giant great and still 
That sits upon the pillow-hill, 
And sees before him dale and plain, 
The pleasant Land of Counterpane. 

The teacher will read the poem to arouse the im- 
agination of the pupils. Have the pupils keep their 
books closed. 



100 LANGUAGE AND GRAMMAR. 

Question the children to bring out the main points 
and pictures. 

Why "two pillows"? What were the "hills"? 
What was the " sea " ? What did the child do with 
his "trees and houses"? AVhat did the child call 
himself? 

Read again for the children to picture to themselves 
and " see things." 

Have the children reproduce, following the general 
plan of the lesson on " My Shadow." 

LESSON XXXV,— A LETTER. 

Write a letter to your aunt, telling her that you have 
moved to a neiv place to live. Give her a description 
of the new place, and describe your feelings at leaving 
your old, home. 

Prepare the envelope and address it. 



LESSON XXXVL— OBJECT COMPLEMENT. 

Horses draw carts. 
The moon sheds light. 
Alfred loves me. 

Notice that in these sentences there is not only the 
subject about which something is said, as horse, moon, 
Alfred, but also there is an object that is drawn or 



ATTRIBUTE COMPLEMENT. 101 

shed or loved. "Carts" is the object of "drawn." 
" Light " is the object of " shed." The word " me " in- 
dicates the object loved. The predicate "draw " does 
not express all of the thought, so the expression must 
be completed by the word carts. "Draw carts" means 
more than " draw." 

The word that completes the meaning of the pred- 
icate is called a complement. 

The complement is the word that represents the 
object to which the action asserted by the verb is done, 
and is called an object complement, 

Mark the object complements in the following sen- 
tences : 

James hurt his foot. 

The teacher bought a new book. 

Mary has soiled her hands. 

That strong horse draws the wagon easily. 

Those dark clouds obscure the sun. 

LESSON XXXVn.— ATTRIBUTE COMPLEMENT. 

The apple is red. This dog is a hound. 

Lead is heavy. Stuart was a painter. 

Notice that in these sentences the meaning of the 
predicate verb is not complete without the words 
"red," "heavy," "hound," "painter." 



102 



LANGUAGE AND GRAMMAR. 



Notice that these words are either nouns or adjectives, 
and that the adjectives show some quality or attribute 
of the subject, and that the nouns show what the sub- 
ject is. 

Words that complete the meaning of the predicate 
in this way are called attribute complements of 
the predicate. 

Adjectives that are attribute complements may be 
called subjective predicate adjectives: they com- 
plete the meaning of the predicate, but describe the 
subject. 

Nouns that are attribute complements may be called 
subjective predicate nouns : they complete the 
j^redicates, but mean the same things as the subjects. 

In the following sentences dratv a line inider the com- 
plement and tell whether it is object or attribute, and if 
attribute, whether predicate noun or predicate adjective. 



John is a fine player. 
He is captain. 
He is fleet. 
He is strong. 
He can strike the ball. 
The ball is hard. 
"John 



is + 



playerj^ 



fine 



A soft ball is good. 
A hard ball is better. 
These gloves are fine. 
The bats are poor. 
They are too heavy. 
The mask is broken. 
He 

is + strong. 



STUDY OF A PICTURE. 



103 



The bracket connects the subject and predicate. 

The brace points to the word modified by the words 
included in the brace. 

The plus sign indicates that the word following it 
is used as a complement. 

Diagram the sentences in this lesson like the model. 



LESSON XXXVm.— STUDY OF A PICTURE. 










/ 



^-J I. ' U 



104 LANGUAGE AND GRAMMAR. 

Does the picture on page 103 suggest a joyous time, 
or does it suggest a sorrowful time ? 

Imagine the story that the artist has told in this 
picture. 

Write the story suggested by this picture. 

Lay this story away for a day, and then read it and 
rewrite it, improving it as much as possible. 



LESSON XXXIX.— PHRASE MODIFIERS. 

The branches of the tree hang clown. 
The j^rice of meat has risen. 
The spring by the hill is clear. 

Notice that the groups of words " of the tree," " of 
meat," " by the hill," are used as modifiers ; " of the 
tree" modifies "branches;" "of meat" modifies 
" price." 

When words are used together in a group to do 
work in a sentence, the group is called a phrase. 

Notice that the phrase alone would not make sense. 

Notice that these phrases modify nouns as adjectives 
do. Phrases used to modify nouns are used as adjec- 
tives. They may be called adjective modifiers. 

John ran to school. 
Rover swims in the pond. 



PHRASE MODIFIERS. 105 

Mary sits by the table. 
The enemy came at night. 
The cattle feed during the day. 
Notice that the phrases in these sentences tell when 
or where the action asserted by the verb is performed. 
They modify the simple predicate. They do the work 
of adverbs. They are used as adverbs. 

Phrases used as adverbs may be called adverbial 
modifiers. 

Find all the adjective and adverbial modifiers in the 
following sentences, and tell which are adjectives, which 
are phrases used as adjectives, which are adverbs, and 
which are phrases used as adverbs : 

The long branches of the tree swing in the breeze. 

The surface of the country is covered with a dense 
growth of wood. 

The new leader of the party brought authority from 
home. 

The largest boys in the school set a standard of fine 
manly conduct. 

Arrange the foregoing sentences like the following, 
so as to show the relation of the parts : 

The new captain of the military company, with the 
rarest tact, brought good order out of general con- 
fusion. 



106 LANGUAGE AND GRAMMAR 



I captain [subject] 



brought 



[predicate] 



The [article] 
new [adjective] 

/ the [^^ticle] 
O^^O^P^^yimihtary [adjective] 

[phrase, adjective modifier] 

{ .^, ^ ^ f the [^^ticie] 

with tact I rarest [adjective] 

[phrase, adverb modifierj 

+ order IgOOd [adjective] 

out of confusion 1 general [^"^JJ 



[phrase, adv. mod.] 

This is a declarative sentence. 

The subject is " captain," modified by the article 
" the," the adjective " new " and the phrase " of com- 
pany." " Company " is modified by the article " the " 
and the adjective "military." The predicate is 
"brought," modified by the phrase " with tact," the 
object complement "order," and the phrase " out of 
confusion." " Tact " is modified by the article " the " 
and the adjective " rarest." " Confusion " is modified 
by the adjective " general." 



LESSON XL.— PHRASES. 

Infinitives and Participles. 

Reading good books improves the mind. 
To be good is to be happy. 
To play is natural for a child. 



INFINITIVE AND PARTICIPIAL PHRASES. 107 

Notice that the phrases " reading good books," " to 
be good," " to play," are used as subjects of sentences 
and do the work of nouns. They are used as nouns. 

Notice that the words that introduce these phrases 
are either words ending in "ing" or verbs beginning 
with " to " and meaning " to do " or " to be." 

Words used in this way and ending in " ing " are 
called participles. 

Verbs beginning with " to " and meaning " to do " 
or " to be " are called infinitives — 

I told him to go. I made him go. 

I bade him go. I compelled him to go. 

Notice that with some words, such as " bade " and 
" made," the word " to " is omitted in the infinitive, 
but with such words as " told " and " compelled " the 
sign " to " is retained. 



LESSON XLL 
INFINITIVE AND PARTICIPIAL PHRASES. 

We name a phrase from the word that introduces it 
or connects it with the word that the phrase modifies. 

A phrase introduced by an infinitive is called an 
infinitive phrase. 

A phrase introduced by a participle is called a 
participial phrase. 



108 



LANGUAGE AND GRAMMAR. 



Draw a line under the phrases in the following sen- 
tences and indicate what kind of phrase each is and 
how it is used : 

To be kind is a duty and pleasure. 

Catching fish is fine sport. 

The reading of books increases knowledge. 

To be respected is desired hv all. 

To live is to learn. 

Notice that these infinitive phrases and participial 
phrases are used as nouns. 

LESSON XLH.— STUDY OF A PICTURE. 

COMPARISON. 



Butterfly and Grasshopper. 




Compare the butterfly and. the grasshopper with re- 
spect to the following : 



STUDY OF A POEM. 109 

1. Size. 3. Size of wings. 5. Color. 

2. Sliape. 4. Size of legs. 6. Feeding. 
7. Beauty. 8. Any other points you may think of. 
Write a story making the comparison and using the 

foregoing facts. 

Compare the grasshopper and the bee. 

LESSON XLin.— STUDY OF A POEM. 

A Good Boy. 

I woke before the morning, I was happy all the day, 
I never said an ugly word, but smiled and stuck to play. 

And now at last the sun is going down behind the wood, 
And I am very happy, for I know that I've been good. 

My bed is waiting cool and fresh, with linen smooth and fair, 
And I must off to sleepsin-by, and not forget my prayer. 

I know that, till to-morrow I shall see the sun arise, 

No ugly dream shall fright my mind ; no ugly sight, my eyes. 

But slumber hold me tightly till I waken in the dawn. 
And hear the thrushes singing in the lilacs round the lawn. 

The teacher will read the poem with the children, 
making a study of the poem. 

Make this also a moral lesson by bringing out the 
points showing that goodness brings its own reward in 
happiness. 

Have oral and written stories about "A Good Boy." 



110 LANGUAGE AND GKAMMAR. 

LESSON XLIV.— A LETTER. 

Write a letter to a foimer teacher ^ gi'ving an account 
of a journey you have taken. 

Give a full account of your preparation for the 
journey. 

The trip itself. 

Your impressions of the places you visited and the 
return. 

Address your envelope. 

LESSON XLV. 

PARTS OF SPEECH— PREPOSITIONS. 

Prepositional Phrases. 

The mat upon the table is new. 

The mat under the table is new. 

The mat by the table is new. 

The lamp over the table is new. 

Notice that in these sentences the words "upon," 
" under," " by," " over," show the relation of the mat 
or the lamp to the table. 

These words that show relation introduce phrases 
that modify the words *' mat " and " lamp." 

Words that introduce phrases in this way are called 
prepositions. 



POSSESSIVE MODIFIERS. Ill 

The phrases introduced by prepositions are called 
prepositional phrases. 

Examine the following sentences and classify the 
phrases. Tell what kind of phrase each is, what kind 
of modifier it is. Tell also what word it modifies. 

The blossoms on the tree will give place to fruit in 
the autumn. 

To be respected by his classmates is desired by 
every manly boy. 

Every boy wishes to be trusted. 

Playing ball develops the body. 

The laying of the Atlantic cable was a noble 
achievement. 

To relieve suffering is the mission of the physician. 

Men of courage are needed. 

The children are playing in the pasture. 

Livingstone travelled in the wilds of Africa. 

The study of English improves the mind. 

LESSON XLVL— POSSESSIVE MODIFIERS. 

Arthur's dog cannot run. 
His foot is sore. 
James has broken his sled. 
Mary has soiled John's book. 
Mtice that the words " dog," " foot," " sled," and 



112 LANGUAGE AND GKAMMAR. 

" book " are modified by nouns or pronouns that de- 
note ownership or possession. 

Nouns or pronouns that denote possession are called 
possessive nouns or possessive pronouns. 
The mountain's peak is in the clouds. 
The peak of the mountain is in the clouds. 
Notice that the possessive noun may be changed 
into a prepositional phrase. This makes variety of 
expression possible. 

Change the possessive modifiers in the following sen- 
tences to prepositional phrases : 

The mountain's top is covered with snow. 
The tree's branches bend low with fruit. 
Adam and Eve ate of the tree's fruit. 
This book's leaves are mutilated. 

Rearrange the folloiving sentences so as to make 
them more elegant: 

Jacob's ladder's foot was on the earth ; the top of 
it was among the clouds. 

The siren's sweet song lures to destruction. 

The gates of gold swing open wide. 

I saw in my dream a brazen image. 

Weights of lead drew the diver to the bottom of the 
water. 

The little Dutch girls wore shoes of wood. 



A MYTH STORY. 113 

LESSON XLVTL— A MYTH STORY. 

^olus, the God of the "Winds. 

Ulysses was a brave soldier. He had been to war, 
but now the war was over and he was going home to 
see his dear wife and little son. 

"Oh, how I wish I could fly to them !" said Ulysses. 
But he could not fly. He must sail in his boat. For 
days he sailed, but had poor winds and much trouble. 
At last he saw land and, with his crew, landed for the 
needed rest. JEolus, the God of the Winds, lived on 
the island where they landed. He kept his winds in 
a cave. He gave Ulysses and his men food and loaded 
his vessel with stores. 

" I have one thing more for you," said ^olus, "and 
I will put it in a bag. Do not let your men know 
what is in the bag." tEoIus went to his cave and 
filled the leather bag with wind. He put in great 
winds and gentle little breezes. He tied the bag with 
a silver cord. He told Ulysses what was in that bag, 
and how to use the winds. 

Ulysses set sail and began to have a fine voyage. 
He watched the bag night and day and would let no 
one else touch it. At last he became so tired that he 
fell asleep. The men untied the silver cord and 
opened the bag, hoping that it was filled with gold. 

Out came the winds and blew and aroused great 



114 



LANGUAGE AND GRAMMAR 



storms. Then they flew away home and carried 
Ulysses's ship back too. Do you not think that the 
men were sorry for their meddling? 

The teacher will read this story with the children, 
and have it reproduced by them, first orally, and then 
in writing. — «x«o<^ — 

LESSON XLVm.— STUDY OF A PICTURE. 




STUDY OF A POEM. 115 

Write a good story describing the scene on page 114. 

Write a story giving an account of a boy who broke 
through the ice and was saved by his companions. 

LESSON XLIX.-STUDY OF A POEM, 
The "Wind. 

I saw you toss the kites on high 
And blow the birds about the sky; 
And all around I heard you pass, 
Like ladies' skirts across the grass — 

O wind, a-blowing all day long! 

O wind, that sings so loud a song! 

I saw the different things you did, 
But always you yourself you hid.* 
I felt you push, I beard you call, 
I could not see yourself at all — 

O wind, a-blowing all day long! 

O wind, that sings so loud a song! 

O you that are so strong and cold, 
O blower, are you young or old? 
Are you a beast of field and tree. 
Or just a stronger child than me? 

O wind, a-blowing all day long! 

O wind, that sings so loud a song! 



A LETTER. , 117 

The teacher will read the poem with the children, 
and lead them to see its beauties. 

What did the child see the wind do ? 

How did the wind sound like ladies' skirts ? 

What kind of song did the wind sing ? 

Did the child see the wind ? 

How did he know the wind was there ? 

What were some qualities of the wind ? 

What questions did the child ask the wind ? 

Write the story of the wind in your own words. 
Read the story from your books. 

Is your story a pretty good one ? 

Does it tell all that the book story tells ? 



LESSON L.— A LETTER. 

You have been on a yisit to your cousin and have 
returned home. 

Write a letter to your cousin telling how you enjoyed 
your visit. Tell about how you found the folks at 
home. 

Prepare the envelope for your letter. Address it. 



118 LANGUAGE AND GRAMMAR 

LESSON LL— STUDY OF A PICTURE, 

The artist who painted this picture was Thomas 
Hovenden. Mr. Hovenden lived at Plymouth-Meet- 
ing, near Norristown, Pennsylvania. He loved to 
paint pictures that showed home scenes. He was en- 
gaged in painting a " home picture " at the time of 
his death. His last picture was thus left incomplete. 

Mr. Hovenden lost his life while saving the life of 
a little girl who was crossing the railroad near his 
home. He was struck by the train, but the child was 
saved. 

Notice the home love and affection expressed in 
" Breaking the Home Ties," 

Write the story suggested by the picture. 

LESSON LH.— CASE. 

I struck Kover. He hurt me. 

Kover bit me. I hurt him. 

I play with him. He sits by me. 

Notice that when the pronoun that means myself is 
used as subject of a sentence we use the form " I." 
When it is the object complement we use the form 
" me." 

Notice also that " he " and " him " also mean the 



120 LANGUAGE AND GRAMMAR. 

same person or animal, but " he " is used as subject 
and "him" is used as object complement. 

Such changes of form and use are called cases. 

The subject is said to be in the nominative case. 

The object complement is said to be in the objec- 
tive case. 

It is the relation of nouns and pronouns to verbs, 
prepositio?is, and othei' nouns that gives them case. 

Pronouns change their form to correspond to the 
case. 

The word that denotes the owner is said to be in 
the possessive case. 

Tell the case of the nouns and 2?7'onouns iri the fol- 
lowing sentences : 

The child loves its mother. Our friends love us. 
June will bring her roses. John struck James. 
We love our friends. James struck John. 

Notice that pronouns change their form according 
to their case, but that nouns do not change form. 

Notice both nouns and pronouns change their use. 
They are used as subject, doer or speaker, or that of 
which something is said ; or they are used as object 
complement ; or they are used to denote ownership. 



APPOSITION AL NOUNS AND PKONOUNS. 121 

LESSON Lin.-OBJECT OF THE PREPOSITION. 

The book purchased by me was delivered. 
The work done for me is appreciated. 

Notice that when a pronoun is used witli a preposi- 
tion to form a prepositional phrase, the pronoun is in 
the objective form. We call such a pronoun the object 
of the preposition, and it must always be in the ob- 
jective case. 

Nouns used as objects of prepositions to complete 
prepositional phrases are also in the objective case. 

Tell the case of. the nouns and pronouns in the fol- 
lowing sentences : 

The love of money is the root of much evil. 
Mary's love of admiration leads to silly behavior. 
Desire for approbation spurs us to greater effort. 
A course of lectures will be delivered here. 
We shall sell the goods at any price. 
We speak of angels and hear the rustle of their 
wings. 

LESSON LIV. 

APPOSITIONAL NOUNS AND PRONOUNS. 

John, the blacksmith, is a powerful man. 
We girls are going home. 



122 LANGUAGE AND GRAMMAR. 

The boys have beaten us girls. 
Take the horse to John, the blacksmith. 
They discharged Amos, the watchman. 
We, the people of the United States, wish to live 
happily. 

Notice that a noun or a pronoun is sometimes used 
after another noun or pronoun to explain who or 
what is meant by the first noun or pronoun. " Black- 
smith " indicates who Jolin is. -" Girls " indicates who 
" we " are. 

Nouns or pronouns used thus to explain are said 
to be in apposition with the noun or j^i'onoun that 
they explain, and must be in the same case as the 
noun or pronoun that they explain. 

Tell the case of each of the nouns and pronouns used 
in the sentences at the beginning of this lesson, and tell 
in what case each is, and ivhy. 

LESSON LV.— USE OF WORDS. 

Fill in the following sentences correctly, being care- 
ful about the case of the icord you use. Use the 
proper word from the following list: 

me, I, we, us. 

John and will go. 



STUDY OF AN AUTHOR. 123 



This money is for you and . 

Shall you and • have a ride? 

boys are going to see the show. 

The boys treat girls shamefully. 

It was who took the ball. 

It was girls who did the mischief. 

Will you keep score for boys? 

Please allow Mary and to read your book. 

Mother told Sarah and to write our letters. 

Mother, may Sarah and write our letters ? 

Mother, please let Sarah and help you. 



LESSON LVI.— STUDY OF AN AUTHOR. 

Read over all the poems of Robert Louis Stevenson 
that you have studied. [See pages 71, 77, 88, 99, 109, 
115.] 

What do you like most about Stevenson's poems ? 

Recite the poem of StevensorCs that you like best. 

When Robert Louis Stevenson published these 
poems he was about thirty-five years old, though 
" still a boy," as some one has said. He writes as a 
child feels, and that is the way by which he reaches 
a child's heart. We love the beauty of his imagery 
and the simplicity of his language. 



124 LANGUAGE AND GEAMMAR. 

Stevenson was of the famous family of engineers, 
but his taste did not run in that line. He was frail 
and slender, and spent many years of his life fleeing 
from the dread disease, consumption. He died in 
1894, at the age of forty-four. The last lines of the 
following poem are cut upon his tomb on the moun- 
tain-top in Samoa, where he died : 

"Under the wide and starry sky, 
Dig the grave and let me lie; 
Glad did I live, and gladly die, 
And I laid me down with a will. 

"This be the verse you grave for me: 
Here he lies where he longed to be ; 
Home is the sailor, home from sea, 
And the hunter home from the hill." 

LESSON LVIL-STUDY OF A PICTURE. 

Does the picture on page 125 give us any informa- 
tion ? 

Who is the young lady who has just arrived? 

Where does she live ? 

Are her cousins glad to see her here in the coun- 
try? Why? 

Do they like to have her stay with them ? Why ? 



STUDY OF A PICTURE. 



125 




What kind of persons like to entertain their 
friends ? 

What qualities must persons have in order that 
others may like to entertain them? 

Write the story suggested by this picture. 



126 LANGUAGE AND GRAMMAR. 

LESSON LVin. 
CASE OF ATTRIBUTE COMPLEMENT. 

Who took my pen? It was he. 

It was I. John is a blacksmith. 

In these sentences the words " I," " he," " black- 
smith," are called attribute complements. 

Notice that the attribute complement when a noun 
or a pronoun takes the same case as the subject, which 
is in the nominative case. 

In the matter of case it is particularly important 
that our ear be trained correctly. Otherwise the 
incorrect form will sound correct to us and our habits 
of speech will be bad. 

Tell the case of each noun or pronoun in the follow- 
ing sentences, and give your reason : 

Who took the book ? It was I. It was John. It 
was he. It was we. 

The curfew tolls the knell of parting- day, 
The lowing herd winds slowly o'er the lea. 

The plowman homeward plods his weary way, 
And leaves the world to darkness and to me. 



INVERTED ORDER OF WORDS. 127 

LESSON LIX.— IMPERATIVE SENTENCES. 

Bring in the wood. Heap high the fire. 

Notice that in commanding or imperative sentences, 
the subject is not mentioned, since the person com- 
manded is addressed directly. To say " You bring 
in the wood " is not necessary. " You " is understood 
to belong to the sentence as subject. 

Write a dozen imperative sentences. 

LESSON LX. 

INVERTED ORDER OF WORDS.— INTERROG- 
ATIVE SENTENCES. 

Did you read the book? 
You did read the book? 
Whom did you see? 
You did see whom ? 

Notice that in these sentences in order to ask a ques- 
tion we place part of the verb before the subject. You 
could tell that they are questions by the order in 
which the words are placed. If they were in natural 
order you could not tell that they were questions, 
without the interrogation point. 

In order to tell the relation of words in a sentence 



128 LANGUAGE AND GRAMMAR. 

we must place them or imagine them placed in natural 
order. 

Fast falls the eventide. 

Notice that in this sentence the natural order is 
changed. This is frequently the case in poetry. This 
sentence in its natural order would be, " The eventide 
falls fast." 

Change the following se7itences to their natural 
order and mark the subjects a7id predicates. 

Abide with me, fast falls the eventide, 

The darkness deepens, — Lord, with me abide. 

Swift to its close ebbs out life's little day, 
Earth's joys depart, its comforts pass away. 
Change and decay in all around I see, 
O thou who changest not, abide with me. 



LESSON LXL— STUDY OF A PICTURE. 

Of what is this a picture? What do you see in 
the picture on page 129? What time of year is it? 
How do you know? 

Write the story of this picture. Recast the story, 
improving the language. 



STUDY OF A PICTURE. 



129 




Write an account of such an occasion in which you 
took part. Recast this story, improving the forms of 
expression in any way you can improve them. 



130 LANGUAGE AND GRAMMAR 

LESSON LXn.— ORDER OF WORDS. 

EXPLETIVES. 

There was joy in the camjD. 
There is a land of pure delight. 

Notice that if we omit the word " there," these sen- 
tences would be, 

" Joy was in the camp." 

" A land of pure delight is." 

" There " is merely used to give variety to expres- 
sion, by changing the order of subject and predicate. 
Such a word does not modify any other word. It is 
called an expletive. 

Rearrange the following sentences by the use of 
the expletive " there" 

Money to spend was in the chest. 
Food enough for the journey was in the basket. 
Sorrow endured through the night, but joy came in 
the morning. 

LESSON LXm.— PARTS OF SPEECH. 

Exclamations. 

My, what a fine story ! 
How the rain pours ! 



ARRANGEMENT OF MODIFIERS. 131 

How black the clouds are ! 
What strange faces I see ! 

Notice that when we call out or exclaim we express 
our surprise or anger by a word or sentence. We call 
such a word or sentence an exclamation. When the 
exclamation is a single word we call it an Interjection : 
as, "Ha!" "Oh!" "Alas!" 

Notice that an exclamation is followed by a point 
called an Exclamation Point. 

Write half a dozen exclamatory sentences. 
Write Jive sentences containing interjections. 



LESSON LXIV. 
ARRANGEMENT OF MODIFIERS. 

A large round apple is on the table. 

Notice that it would not do to arrange the modifiers 
thus : " A round large apple." 

In arranging modifiers we must observe the follow- 
ing rule : 

Place modifiers in the order of the strength of their 
modification, the one which modifies most strongly next 
the word modified ; the one that modifies the idea ex- 
y the word as first modified, next, and so on. 



132 LANGUAGE AND GRAMMAR. 

"Round" modifies "apple" more strongly than 
" large " does. Roundness is a more common quality 
in apples than largeness. " Large " modifies the idea 
expressed by the word " apple " modified by " round." 

Fill in the sentences below with two or more modi- 
fiers from the following list, arranging them properly : 

Red, large, green, small, black, slender, tall, short, 
stout, beautiful, hungry, poor, little, gray, old. 

apples grow upon this tree. 

berries grow upon this bush. 

We have a watch dog. 

A pole stands in the yard. 

A man sells us milk. 

A lawn slopes from the house. 

Many a dog was fed at her door. 

The — horse was sold. 

A automobile passed us. 



LESSON LXV.— PERSON. 

I am writing to you. You are listening to me. 

John cannot come ; he is ill. 

Notice that " I " represents the speaker or writer. 

" You " represents the person spoken to. 

" John " and " he " represent the person spoken of. 



PERSON. 133 

The noun or pronoun representing the speaker or 
writer is in the first person. 

The noun or pronoun representing the person spoken 
to is in the second person. 

The noun or pronoun representing the person or 
thing spoken of is in the third person. 

The person of nouns and pronouns is a variation in 
their use to denote whether the speaker, the person 
spoken to, or the person or thing spoken of is meant. 
There is also a corresponding variation in the forms 
of pronouns. 

Tell the person of the nouns and pronouns in the 
following sentences: 

I shall travel. John, bring me the book. 

Thou art the man. Give the book to Mary. 

You may be expected. She may need it. 
We can write. They are all happy. 

The boys are home from school. 

I, Henry, am a sailor. 

Each boy knew his lesson. 

I, John Smith, being of sound mind, give my 
goods to my next of kin. 

Write three sentences having the subject in the first 
person and two having the object complement in the 
first person. 



134 LANGUAGE AND GRAMMAR 

Write Jive sentences having nouns or pronouns in the 
second person. 

Write jive sentences having nouns or pronouns in the 
third person. 

LESSON LXVL— USE OF WORDS. 

Shall and Will. 

You will arrive in the evening. 
You shall finish your task. 

Notice that " will " merely tells what will occur. It 
merely expresses futurity or future time ; but " shall " 
expresses determination. 

I shall be in town to-morrow. 

I will have my rights. 

AVe shall be glad to see you. 

We will be obeyed. 

You will arrive in the evening. 

You shall finish your task. 

Thou shalt not steal. 

He will be paid for his work. 

He shall return the goods. 

Mary will come to-morrow. 

Mary shall come to-morrow. 

Notice that when we use " I " or '* we " for the sub- 



USE OF WOKDS. 135 

ject we use " shall " to express futurity and " will " 
to express determination. 

Notice that when we use " you," " thou," " he," etc., 
pronouns in the second person, or nouns or pronouns 
in the third person, as subjects, we use " will " to ex- 
press futurity and " shall " to express determination, 
promise or command. 

Examine the Ten Commandments. 

To express determination, promise or command we 
use *' will " with the first person and " shall " with the 
second or third person. 

Use " shaW and " wiir' correctly in the following 
sentences : 

I be glad to assist you. 

I read two pages each day. 

I pay you to-morrow. 

I will save you at all cost. 

We all be glad to go. 

We all keep together for safety. 

Explain the difference in the following : 

I shall go, for no one will detain me. 
I will go, for no one shall detain me. 

We shall be drowned, for no one will save us. 
We will be drowned, for no one shall save us. 



136 LANGUAGE AND GEAMMAE. 

You will go, for no one shall prevent you. 
You shall go, for no one will prevent you. 

He will come to-morrow. 
He shall come to-morrow. 

LESSON LXVIL— COMPOSITION EXERCISE. 

Morn, waked by the circling hours, 

With rosy hands unbarred the gates of hght; 

And jocund day, 
Stands tiptoe on the misty mountain top. 



Picture to yourself the break of day. Write a de- 
scription of it. 

Write a description of a beautiful sunset you have 
seen. 

Write a description of the approach of a thunder- 
storm. 

LESSON LXVni.— MODE AND TENSE OF VERBS, 

We have noticed that many verbs have two or more 
parts. 

Examine the verbs in the following sentences : 
Alice may go. 



MOOD AND TENSE OF VERBS. " 137 

William had gone before you came. 

John might have gone. 

If I were Will I would study. 

Notice that the words " may," " had," " might," etc., 
help to tell the time of going, but they are not adverbs. 

Notice that such words help to give permission or 
to make a request. They show what manner of asser- 
tion is made by the verb. 

The verb may merely assert, it may express power 
or permission, or it may make a statement conditioned 
upon some other assertion. 

The property of a verb that indicates time is called 
tense. 

If the form of the verb indicates present time, it is 
in the present tense. 

If it indicates past time, it is in the past tense. 

If it indicates future time, it is in the future tense. 

If it indicates past time connected with the present, 
it is in the present perfect tense. 

If it indicates past time before some other past time, 
it is in the past perfect tense. 

If it indicates future time before some other future 
time, it is in the future perfect tense. 

Examine the following : 

Mary went to school. Mary will go to school. 

Mary goes to school. I shall go to school. 



138 LANGUAGE AND GRAMMAR. 

I sliall have returned before night. 

I came home, but Jane had departed before I came. 

Elizabeth has learned her lesson to-day. 

Thomas will have learned his lesson before to- 



Tell what time is meant in each of these sentences. 

Notice that present time and past time are usually- 
expressed by a single word. 

Notice that " have " and " has " are the signs of the 
present perfect, that "had" is the sign of the past 
perfect, and that " sliall have " and "will have " are 
the signs of the future perfect. 

Be careful always to express time 'properly by usbig 
the right form or tense of the verb. 

LESSON LXIX.— USE OF WORDS. 

May and Can. 

Elizabeth, you may write if you wish. 
Elizabeth, you can write if you try. 

Notice that "may" expresses permission, but that 
" can " expresses power. 

Use ^^ may'" and "" can''^ correctly in the following 
sentences : 



CLAUSES. 139 

I commit two stanzas to memory in five min- 
utes. 

I have a new dress for my birthday. 

You earn money for Christmas if you work 

for it. 

You earn money if you do not neglect your 

lessons. 

Write five sentences using " may " correctly and five 
using " can " correctly. 



LESSON LXX.— CLAUSES. 

The boy who is industrious will succeed. 
I cannot see what flowers are at my feet. 
I love them that love me. 
The tree lies where it fell. 
What I told him was true. 
I see what you have. 
Notice that in the sentences above groups of words 
modify as adjectives or adverbs, or else they are used 
as nouns, serving as subjects or as object complements. 
Notice also that each group, so used, contains a 
subject and a predicate. Each group is like a little 
sentence used to modify a word in another sentence, 
or else it is used as a noun. 

Such a group of words is called a clause. 



140 LANGUAGE AND GRAMMAE. 

A clause is a group of -words having- subject and pred- 
icate, and used as an adjective, an adverb, or a noun. 

Draw a line under the clauses iii the following sen- 
tences, and tell how each clause is used : 

I believe that the earth is round. 
What I did is my affair. 
He who is prudent is wise. 
William had gone before you came. 
I will call you when I need you. 

Write five sentences having clauses used as adjective 
modifiers, five having clauses used as adverbial mod- 
ifiers, and five having clauses used as nouns. 



LESSON LXXI.— MORE ABOUT CLAUSES. 

Kinds of Clauses. 

The boy who strives will win. 
The man whom I met was lame. 
The tree lay where it fell. 
I know wliat you mean. 
I will remain if you need me. 

There are four words — " who," " which," " what," 
and " that " — called relative pronouns, that are used 
to introduce clauses and connect them with the words 



REVIEW. 141 

modified by the clauses. The modified word stands 
before the pronoun and is called the antecedent of the 
pronoun. 

These pronouns are called relative pronouns be- 
cause they relate to antecedents and connect their 
clauses with their antecedents. 

The clauses introduced by relative pronouns are 
called relative clauses. 

Notice that the clause " if you need me " expresses 
a condition. Such clauses are called conditional 
clauses. 

Notice that the clause " where it fell " is introduced 
by an adverb. We call such a clause an adverbial 
clause. 

It is also used as an adverbial modifier. 



LESSON LXXIL— REVIEW. 

A phrase is a group of words that, as a group, does 
work in a sentence, but the group does not make sense 
by itself. 

A phrase is used in the sentence as a part of speech. 
Phrases are named from the words tliat introduce 
them. As modifiers, phrases are named from their use 
in the sentence. 

In the sentence " A blade of grass grew," the phrase 



142 LANGUAGE AND GKAMMAR. 

"of grass" is a prepositional phrase, but is an adjec- 
tive modifier. 

A clause is a group of words containing a subject 
and predicate, and used as an adjective, an adverb, or 
a noun. 

Clauses are usually named from the words that 
introduce them and join them to the word modified. 

As modifiers, clauses are named from their use in 
the sentence. 

In the sentence " The boy who came will remain," 
the clause " who came " is a relative clause, but an 
adjective modifier, modifying the noun " boy." 

Note. — Some grammarians name phrases and clauses only from 
their use, calling them noun phrases, noun clauses, adjective phrases, 
adjective clauses, etc. It seems better to name them from the leading 
or introductory word and then to state that they are used as nouns or 
as adjective or adverbial modifiers. 

LESSON LXXm. 
KINDS OF SENTENCES ACCORDING TO FORM. 

A subject and predicate taken together make what 
we call a proposition. 

There are three kinds of sentences, named according 
to form — simple, complex, and compound. 

A sentence that contains a single proposition is 
called a simple sentence. 



MODE OF VERBS. 143 

A sentence that contains one principal proposition 
and one or more clauses is called a complex sen- 
tence. 

Two or more sentences joined together form what 
is called a compound sentence. 

Tell which of the following sentences are simple, 
which are complex, aiid which are co7nj)ound : 

I shall write to my father. 

He is a man who will understand my position. 

If he gives me advice I shall follow it. 

He is my truest and best friend and I can safely 
trust his judgment. 

The road was long, the day was warm, and my feet 
refused to carry me further. 

Do to others as you would have others do to you. 

The wicked flee when no man pursueth, but the 
righteous are bold as a lion. 



LESSON LXXIV.— MODE OF VERBS. 

The property of a verb that indicates the manner 
in which the act or state is expressed by the verb is 
called mood or mode. 

There are five modes — the indicative, the potential, 
the imperative, the subjective, and the infinitive. 



144 LANGUAGE AND GEAMMAE. 

The indicative mode exjDresses a positive assertion 
or asks a question. 

The potential mode expresses power, possibility, 
or necessity. 

The signs of the potential mode are " may," " can," 
" must," " might," " could," " would," and " should." 

The imperative mode expresses command, per- 
mission, or entreaty. 

The subjective mode expresses a condition of 
uncertainty or desirability. 

The infinitive mode expresses action, being, or 
statement not limited to a subject. 

Verbs in the infinitive mode are called non-finitive 
verbs or infinitives. 

We should always use the correct mode of the verb 
to express our thought. We should not use, for in- 
stance, " If I was well " (indicative) for " If I were 
well" (subjunctive). 



LESSON LXXV.— CONJUNCTIONS. 

The students. w^ere merry with song and dance. 
Mary and Louise have come to visit us. 
Do not cry, but make another effort. 
You have succeeded, although you might have done 
better. 



CONJUNCTIONS. 145 

Notice that " and," " but," and " although " do not 
modify, but they connect words, phrases or clauses, or 
the members of compound sentences. 

Either George or James will go. 
Both George and James will go. 

Notice that it takes two words to make the words 
" George " and " James " go well together. Conjunc- 
tions of this form are called correlatives. 

In writing be careful that the correct conjunctions 
are used together as pairs. 

Use the folloiving correlatives correctly : 

Neither nor. 

Either or. 

Though yet. 

Use the proper correlatives with the following sen- 
tences : 

gold fame will make one happy. 

get more money have fewer wants. 

he slay me will I trust him. 

a house a tree was seen. 

You may buy books toys. 

He was sick and could eat drink. 

1 fail I will try again. 



146 LANGUAGE AND GRAMMAR 

LESSON LXXVI.— STUDY OF A LEGEND. 

LEGEND OF THE DANDELION. 

Once upon a time the stars came into the sky as 
children of the moon. The mother moon, like many- 
mothers, liked her children to be beautiful and shine 
as soon as the sun had set. 

One night, when their mother called them to light 
the sky, they would not shine but were ugly and cross. 

Now, when these ugly little stars would not obey 
their mother, she put some other good little stars in 
their places. The disagreeable little stars felt them- 
selves falling from the sky. Soon they found them- 
selves on the earth. Then they felt sad and lonely 
and cried themselves to sleep. 

In the morning, when the sun arose, he shone upon 
the little stars lying among the grass, and wakened 
them. Then they began to cry again for their 
mother. 

When the sun heard them crying, he pitied them. 
He saw that they were sorry for their naughtiness. 
He smiled upon them and told them that they were 
to hold up their golden heads and shine upon the 
earth and make it beautiful. Thus came the little 
dandelion to our earth to beautify the meadows and 
fields. {Adapted and condeiised.) 



STUDY OF A LEGEND. 147 

Tell the story of the dandelion i7i your own words. 

Expand it and rewrite it in the most beautiful 
language at your command. 

Find a pretty poem about the dandelion. Close 
your story with this poem. 



